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BOSTON 

COLLEGE 



2OI2-2OI3 




EVER TO EXCEL 



Boston College 
Chestnut Hill 
Massachusetts 02467 
617-552-8000 

Boston College Bulletin 2012-2013 

Lynch School of Education, Graduate Programs 

Volume LXXXV, Number 28, June 2012 

The Boston College Bulletin contains current information regarding the University calendar, 
admissions, degree requirements, fees, regulations, and course offerings. It is not intended to be and 
should not be relied upon as a statement of the University's contractual undertakings. 

Boston College reserves the right in its sole judgment to make changes of any nature in its pro- 
gram, calendar, or academic schedule whenever it is deemed necessary or desirable, including changes 
in course content, the rescheduling of classes with or without extending the academic term, cancelling 
of scheduled classes and other academic activities, and requiring or affording alternatives for scheduled 
classes or other academic activities, in any such case giving such notice thereof as is reasonably practicable 
under the circumstances. 

Founded by the Society of Jesus in 1863, Boston College is dedicated to intellectual excellence and 
to its Jesuit, Catholic heritage. Boston College recognizes the essential contribution a diverse community 
of students, faculty and staff makes to the advancement of its goals and ideals in an atmosphere of respect 
for one another and for the University's mission and heritage. Accordingly, Boston College commits itself 
to maintaining a welcoming environment for all people and extends its welcome in particular to those 
who may be vulnerable to discrimination on the basis of their race, color, national origin, sex, religion, dis- 
ability, age, marital or parental status, sexual orientation, military status, or other legally protected status. 

Boston College rejects and condemns all forms of harassment, wrongful discrimination and disre- 
spect. It has developed procedures to respond to incidents of harassment whatever the basis or circum- 
stance. Moreover, it is the policy of Boston College, while reserving its lawful rights where appropriate to 
take actions designed to promote the Jesuit, Catholic principles that sustain its mission and heritage, to 
comply with all state and federal laws prohibiting discrimination in employment and in its educational 
programs on the basis of a person's race, color, national origin, sex, religion, disability, age, marital or 
parental status, genetic information or family medical history, or military status, and to comply with state 
law prohibiting discrimination on the basis of a person's sexual orientation. 

To this end, Boston College has designated its Executive Director for Institutional Diversity to coor- 
dinate its efforts to comply with and carry out its responsibilities to prevent discrimination in accordance 
with state and federal laws, including Title VI, Title IX, Section 504 and the ADA. Any applicant for 
admission or employment, and all students, faculty members and employees, are welcome to raise any 
questions regarding this notice with the Executive Director for Institutional Diversity: Boston College 
Office for Institutional Diversity (OID), 140 Commonwealth Avenue, Chestnut Hill, MA 02467, 
Phone: 617-552-2323, Email: diversity@bc.edu. 

The Executive Director for Institutional Diversity oversees the efforts of the following additional 
Title IX coordinators: (i) Student Affairs Title IX Coordinator (for student sexual harassment com- 
plaints), 260 Maloney Hall, Chestnut Hill, MA 02467, reachable at 617-552-3482 or (odair@bc.edu); 
(ii) University Harassment Counselor, reachable via OID (see above contact information); and (iii) 
Athletics Title IX Coordinator, the Senior Women's Administrator, 310 Conte Forum, Chestnut Hill, 
MA 02467, reachable at 617-552-4801 or (jody.mooradian@bc.edu). 

In addition, any person who believes that an act of unlawful discrimination has occurred at Boston 
College may raise this issue with the Assistant Secretary for Civil Rights of the United States Department 
of Education. 



' Copyright 2012 Trustees of Boston College 



Table of Contents 

About Boston College 

Introduction 3 

The University 3 

The Mission of Boston College 3 

Brief History of Boston College 3 

Accreditation of the University 4 

The Campus 4 

Academic Resources 5 

Art and Performance 5 

Campus Technology Resource Center (CTRC) 5 

The Help Center (2-HELP) 5 

Language Laboratory 5 

The Libraries 5 

Media Technology Services 7 

University Research Institutes and Centers 7 

Student Life Resources 11 

Disability Services Office 12 

Annual Notification of Rights 13 

Confidentiality of Student Records 14 

Consumer Notices and Disclosures (HEOA) 14 

Financial Aid 15 

Notice of Non-Discrimination 16 

Off-Campus Housing 16 

Tuition and Fees 16 

Massachusetts Medical Insurance 17 

National Student Clearinghouse 18 

Boston College Graduate Degree Programs 18 

Policies and Procedures 

Academic Integrity 21 

Academic Regulations 22 

Lynch School of Education, Graduate Programs 

Admission 28 

Financial Aid 29 

Degree Programs 31 

Doctoral Degree Programs 31 

Certificate of Advanced Educational 

Specialization (C.A.E.S.) 31 

Master's Degree Programs 31 

Research Centers 32 

Department of Teacher Education/Special Education 

and Curriculum and Instruction 32 

Programs in Teacher Education/Special Education 

and Curriculum and Instruction 33 

Department of Educational Leadership 

and Higher Education 35 

Programs in Educational Leadership 35 

Programs in Higher Education 35 

Department of Counseling, Developmental, 

and Educational Psychology 36 

Programs in Counseling and Counseling Psychology 36 

Programs in Applied Developmental 

and Educational Psychology 37 

2 



Department of Educational Research, 

Measurement, and Evaluation 38 

Dual Degree Programs 38 

Faculty 40 

Graduate Course Offerings 41 

Administration 56-59 

Academic Calendar 2012-2013 60 

Directory and Office Locations 61-62 

Campus Maps 63 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Introduction 

The University 

From its beginnings in 1863 as a small Jesuit college for boys 
in Boston's South End, Boston College has grown into a national 
institution of higher learning that is regularly listed among the top 40 
universities in the nation in ratings compiled by publications such as 
Barron's and U.S. News and World Report. 

The University, now located in the Boston suburb of Chestnut 
Hill, Massachusetts, enrolls 9,088 full-time undergraduates and 4,818 
graduate students, hailing from all 50 states and more than 80 foreign 
countries. Boston College offers its diverse student body state-of-the-art 
facilities for learning: a full range of computer services including online 
access to databases in business, economics, social sciences, and law, and 
a library system with over 2.7 million books, periodicals, and govern- 
ment documents, and more than 4 million microform units. 

Boston College awards bachelor's and graduate degrees in more 
than 50 subjects and interdisciplinary areas within the College of Arts 
and Sciences, as well as undergraduate and graduate degrees from three 
professional schools: the Carroll School of Management, founded in 
1938; the Connell School of Nursing, founded in 1947; and the Lynch 
School of Education, founded in 1952, which is now known as the 
Carolyn A. and Peter S. Lynch School of Education. Boston College 
also awards master's and doctoral degrees from the Graduate School of 
Social Work, and the Juris Doctor and the Master of Laws from Boston 
College Law School, which is consistently ranked among the top 30 law 
schools in the United States. 

The Boston College School of Theology and Ministry was formed 
on June 1, 2008, when the former Weston Jesuit School of Theology 
and the Institute of Religious Education and Pastoral Ministry joined to 
offer a full array of ministerial and theological courses and degrees. Both 
a graduate divinity school and an ecclesiastical faculty of theology regu- 
lated by the Apostolic Constitution Sapientia Christiana (1979), the 
school offers both master's and doctoral degrees, civil and ecclesiastical 
degrees, and a wide variety of continuing education offerings, including 
online programs through Church in the 21st Century (C21 Online). 

The Mission of Boston College 

Strengthened by more than a century and a quarter of dedication 
to academic excellence, Boston College commits itself to the highest 
standards of teaching and research in undergraduate, graduate, and 
professional programs and to the pursuit of a just society through 
its own accomplishments, the work of its faculty and staff, and the 
achievements of its graduates. It seeks both to advance its place among 
the nation's finest universities and to bring to the company of its distin- 
guished peers and to contemporary society the richness of the Catholic 
intellectual ideal of a mutually illuminating relationship between reli- 
gious faith and free intellectual inquiry. 

Boston College draws inspiration for its academic and societal 
mission from its distinctive religious tradition. As a Catholic and Jesuit 
university, it is rooted in a world view that encounters God in all cre- 
ation and through all human activity, especially in the search for truth 
in every discipline, in the desire to learn, and in the call to live justly 
together. In this spirit, the University regards the contribution of differ- 
ent religious traditions and value systems as essential to the fullness of 



its intellectual life and to the continuous development of its distinctive 
intellectual heritage. Boston College pursues this distinctive mission by 
serving society in three ways: 

* by fostering the rigorous intellectual development and the 
religious, ethical, and personal formation of its undergraduate, 
graduate, and professional students in order to prepare them for 
citizenship, service, and leadership in a global society; 

* by producing significant national and international research that 
advances insight and understanding, thereby both enriching cul- 
ture and addressing important societal needs; 

* and by committing itself to advance the dialogue between reli- 
gious belief and other formative elements of culture through the 
intellectual inquiry, teaching and learning, and the community 
life that form the University. 

Boston College fulfills this mission with a deep concern for all 
members of its community, with a recognition of the important con- 
tribution a diverse student body, faculty, and staff can offer, with a firm 
commitment to academic freedom, and with a determination to exer- 
cise careful stewardship of its resources in pursuit of its academic goals. 

Brief History of Boston College 

Boston College was founded by the Society of Jesus in 1863, 
and is one of 28 Jesuit colleges and universities in the United States. 
With three teachers and 22 students, the school opened its doors on 
September 5, 1864. At the outset and for more than seven decades of its 
first century, the College remained an exclusively liberal arts institution 
with emphasis on the Greek and Latin classics, English and modern 
languages, and with more attention to philosophy than to the physical 
or social sciences. Religion, of course, had its place in the classroom as 
well as in the nonacademic life of the College. 

Originally located on Harrison Avenue in the South End of 
Boston, where it shared quarters with the Boston College High School, 
the College outgrew its urban setting toward the end of its first 50 
years. A new location was selected in Chestnut Hill, then almost rural, 
and four parcels of land were acquired in 1907. A design competition 
for the development of the campus was won by the firm of Maginnis 
and Walsh, and ground was broken on June 19, 1 909, for the construc- 
tion of Gasson Hall. It is located on the site of the Lawrence farmhouse, 
in the center of the original tract of land purchased by Father Gasson 
and is built largely of stone taken from the surrounding property. 

Later purchases doubled the size of the property, with the addition 
of the upper campus in 1941, and the lower campus with the purchase 
of the Lawrence Basin and adjoining land in 1949. In 1974, Boston 
College acquired Newton College of the Sacred Heart, a mile-and-a- 
half from the main campus. With 1 5 buildings standing on 40 acres, 
it is now the site of the Boston College Law School and dormitories 
housing over 800 students, primarily freshmen. 

Though incorporated as a University since its beginning, it was 
not until its second half-century that Boston College began to fill 
out the dimensions of its University charter. The Summer Session 
was inaugurated in 1924; the Graduate School of Arts and Sciences 
in 1925; the Law School in 1929; the Evening College in 1929; 
the Graduate School of Social Work in 1936; and the College of 
Business Administration in 1938. The latter, along with its Graduate 
School established in 1957, is now known as the Carroll School of 
Management. The Schools of Nursing and Education were founded 
in 1947 and 1952, respectively, and are now known as the Connell 
School of Nursing and the Carolyn A. and Peter S. Lynch School of 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Education. The Weston Observatory, founded in 1928, was accepted 
as a Department of Boston College in 1947, offering courses in geo- 
physics and geology. In 2002, the Evening College was renamed the 
Woods College of Advancing Studies, offering the master's as well as 
the bachelor's degree. 

The Graduate School of Arts and Sciences began programs at the 
doctoral level in 1952. Now courses leading to the doctorate are offered 
by 12 Arts and Sciences departments. The Schools of Education and 
Nursing, the Carroll School of Management, Graduate Programs, and 
the Graduate School of Social Work also offer doctoral programs. 

In 1927, Boston College conferred one earned bachelor's degree 
and fifteen master's degrees to women through the Extension Division, 
the precursor of the Graduate School of Arts and Sciences, the Evening 
College, and the Summer Session. By 1970, all undergraduate pro- 
grams had become coeducational. Today, female students comprise 
more than half of the University's enrollment. 

In July 1996, the University's longest presidency, 24 years, came 
to an end when Rev. J. Donald Monan, S.J., became chancellor and 
was succeeded in the presidency by Rev. William P. Leahy, S.J. During 
the decade of the nineties, the University completed several major con- 
struction projects, including the expansion and renovation of Higgins 
Hall, the updating of residence halls on the upper campus and Newton 
campus, and the construction of a new office building for faculty and 
administration on lower campus. These projects provided on-campus 
housing for more than 80% of the University's undergraduates. 

Since 1996, the University's endowment has grown from $590 
million to approximately $1.5 billion, with the "Ever to Excel" cam- 
paign raising more than $440 million in gifts from approximately 
90,000 donors. 

In September 2002, Rev. William P. Leahy, S.J., initiated "The 
Church in the 2 1 st Century" to examine critical issues confronting the 
Catholic Church. A milestone in the history of the University took 
place on June 29, 2004, when Boston College acquired 43 acres of land 
and five buildings in Brighton previously owned by the Archdiocese of 
Boston. The following November, the University also purchased 78.5 
acres of land in Dover from the Dominican Fathers to serve as a retreat 
and conference center. In August 2007, the University purchased an 
additional 1 8 acres of Brighton land from the Archdiocese, including 
several administrative and academic buildings. On December 5, 2007, 
Boston College unveiled its 10-year, $1.6 billion expansion plan, 
including a recreation complex, residences for undergraduates, a fine 
arts district, and new athletic facilities. 

In the fall of 2008, BC's new School of Theology and Ministry 
opened its doors on the Brighton campus. In 1939 Weston College had 
been designated as a constituent college of BC, but in 1974 changed 
its name to the Weston Jesuit School of Theology. In June 2008 it 
re-affiliated with BC, and joined the Institute of Religious Education 
and Pastoral Ministry and C21 Online to form the new Boston College 
School of Theology and Ministry. In June 2009, after a series of public 
hearings, the City of Boston gave its approval to BC's expansion plan 
for the Lower and Brighton campuses. In late August 2011, after 15 
months of extensive renovations, Gasson Hall, the University's first 
building on the Heights, reopened for classes. Work on nearby Stokes 
Hall, the 186,000 square foot academic building on Middle Campus, 
is scheduled to finish in the fall of 2012, with classes beginning in 
spring of 2013. 



Accreditation of the University 

Boston College is accredited by the Commission on Institutions 
of Higher Education (CIHE) of the New England Association of 
School and Colleges (NEASC) and has been accredited by NEASC 
since 1935. 

CIHE is recognized by the U.S. Secretary of Education as a reli- 
able authority on the quality of education and adheres to the standards 
of the Council for Higher Education Accreditation. As part of CIHE's 
guidelines, member institutions of NEASC undergo a peer review pro- 
cess every ten years which involves the preparation of a comprehensive 
self-study. Boston College's next full review for accreditation will occur 
in 2017. 

For information regarding the accreditation process please refer- 
ence: http://cihe.neasc.org or the New England Association of School 
and Colleges, 209 Burlington Road, Suite 201, Bedford, MA 01730- 
1433. Inquiries regarding BC's accreditation may be directed to the 
Office of the Provost and Dean of Faculties, Boston College, 270 
Hammond Street, Chestnut Hill, MA 02467 (617-552-3260). For 
a paper copy of this information, please contact the Boston College 
Office of Institutional Research at 617-552-3111 or oir@bc.edu. The 
mailing address is Boston College, IRPA, St. Clement's Hall, 140 
Commonwealth Avenue, Chestnut Hill, MA 02467. 

In addition to NEASC, a variety of schools and programs at BC 
are affiliated with discipline-based accrediting agencies such as: Connell 
School of Nursing: American Association of Colleges of Nursing; 
Carroll School of Management: Association to Advance Collegiate 
Schools of Business; Law School: American Bar Association; Graduate 
School of Social Work: Council on Social Work Education; School 
of Theology and Ministry: The Association of Theological Schools; 
School of Arts and Sciences, Chemistry Department: American 
Chemical Society; Lynch School of Education, Teacher Education, 
Special Education, and Curriculum and Instruction programs: Teacher 
Education Accreditation Council; Doctoral Program in Counseling 
Psychology: American Psychological Association. 

The Campus 

Located between Boston and Newton, Boston College benefits 
from its proximity to one of America's greatest cities and its setting in a 
quiet residential suburb. Often cited as a model of university planning, 
the Main Campus is located in idyllic Chestnut Hill, just six miles from 
the heart of culturally rich Boston. 

The 120-acre Chestnut Hill campus comprises three levels: the 
Upper Campus, which contains undergraduate residence halls; the 
Middle Campus, which contains classrooms, laboratories, adminis- 
trative offices, and student facilities; and the Lower Campus, which 
includes Robsham Theater, Conte Forum, and student residences as 
well as dining, recreational, and parking facilities. 

The Newton Campus is situated one and one-half miles from the 
Chestnut Hill campus on a 40-acre site that includes Boston College 
Law School, as well as undergraduate dormitories, athletic fields, and 
student service facilities. 

The Brighton Campus, recently acquired from the Archdiocese of 
Boston, is located across Commonwealth Avenue from the Chestnut 
Hill Campus on a 65-acre site that will include administrative offices, 
an arts district, an athletics complex, and residence halls. 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Academic Resources 

Art and Performance 

Boston College is home to a rich mix of cultural organizations, 
including musical performance groups, dance troupes, and theatre pro- 
ductions, ranging from classical to contemporary. Among the musical 
groups, students find a gospel choir, a pep band, a cappella groups, and 
jazz ensembles. The McMullen Museum of Art regularly mounts criti- 
cally acclaimed exhibitions, including past surveys of work by Edvard 
Munch and Caravaggio. The Theatre Department presents six dramatic 
and musical productions each year while student organizations produce 
dozens of other projects. The annual Arts Festival is a 3-day celebra- 
tion of the hundreds of Boston College faculty, students, and alumni 
involved in the arts. 

Campus Technology Resource Center (CTRC) 

The CTRC, located on the second floor of the O'Neill Library 
(room 250), is a resource for campus technology support and services. 
The CTRC provides a productive environment for the creative use 
of technology to enhance the academic experience. They offer a wide 
range of services to the Boston College community including email, 
printing, scanning, video editing, and music technology stations. Users 
also have access to Windows and Macintosh computers for various 
standard and specialized software applications for word processing, 
spreadsheets, statistical analysis, programming, graphics production, 
database management, and faculty sponsored applications. The Walk- 
in Help Desk (located in O'Neill 248) provides troubleshooting servic- 
es for personal computers, including software configuration, network 
connectivity, virus protection and removal, and password assistance. 
To learn more, visit www.bc.edu/ctrc. 

The Help Center (2-HELP) 

The Help Center provides technical support via telephone (617- 
552-HELP), email (help.center@bc.edu), and internet (www.bc.edu/ 
help) to the BC community 24 hours a day, seven days a week. 

The Hardware Repair Center 

The Hardware Repair Center is located in O'Neill 208 and 
provides warranty and non-warranty repair of Apple, Dell, HP and 
Lenovo computers. For hours, rates and contact information please 
visit: http://www.bc.edu/content/bc/offices/help/essentials/software/ 
hw-repair.html. 

Language Laboratory 

The Boston College Language Laboratory serves the language 
learning and teaching needs of all of the University's language and 
literature departments, non-native speakers of English and the BC com- 
munity at large from its center in Lyons Hall, room 313. By provid- 
ing access to installed and portable equipment to be used with audio, 
video, cable television and multimedia learning tools, the Lab pursues 
its mission to promote and facilitate the acquisition and enhancement 
of language skills and cultural competence. In addition to its listening/ 
recording stations and teacher console, the facility includes: Mac and 
PC workstations, wireless laptops, laser printers, a materials develop- 
ment workstation, TV/video/DVD viewing rooms and media carrels, a 
CD listening station, and portable audio and video equipment. 

The Language Laboratory boasts an extensive catalog of resources 
in more than 1 7 languages and in multiple formats (analog and digital 
audio, videocassette, DVD, cable television programming, computer/ 
multimedia software, print materials — including monolingual and 



bilingual dictionaries, as well as language textbooks and activity manu- 
als for elementary through advanced language courses). Designed to 
assist users in the acquisition and maintenance of aural comprehension, 
oral and written proficiency, and cultural awareness, these resources 
directly support and/or supplement curriculum requirements in world 
language, culture, music, and literature. 

The Language Lab also supports the course planning and classroom 
teaching needs of language and literature faculty by encouraging recom- 
mendations for new acquisitions, assisting in the preparation of course 
materials, and serving as a multimedia classroom for the facilitation of 
curricular programming, including student participation in online lan- 
guage and intercultural learning exchanges with global partners. 

Boston College community members who wish to use the 
Language Laboratory facility and its collection will find the staff avail- 
able during the day, in the evening, and on weekends to assist them in 
the operation of equipment and in the selection of appropriate materials 
for their course-related or personal language needs. For more informa- 
tion about the Language Laboratory, call 617-552-8473 or visit www. 
bc.edu/schools/cas/language. 

The Libraries 

The Boston College Libraries offer a wealth of resources and ser- 
vices in support of the teaching and research activities of the University. 
The book collection numbers more than 2.1 million volumes and 
over 37,000 print and electronic serials. In addition to O'Neill, the 
Boston College Libraries comprise the Bapst Art Library, the Burns 
Library (rare books and special collections), the Educational Resource 
Center, the Law School Library, the O'Connor Library (at the Weston 
Observatory), the Social Work Library, and the Theology and Ministry 
Library. Available in the Libraries are workstations with productivity 
software, scanners, networked printers, as well as group study rooms. 
Digital Library Services 

The Boston College Libraries provide online access to a wide 
range of articles in journals, magazines and newspapers, as well as 
e-books, government documents, images, streaming video and audio, 
and other digital content. These resources, as well as detailed informa- 
tion about physical books and other items in the Libraries, are acces- 
sible via a central online discovery system as well as more than 500 
subject-specific databases. 

Books, DVDs, and other items checked out from the Libraries can 
be renewed online. Items not available at BC can be requested online 
from other libraries via interlibrary loan and WorldCat Local. 

The Libraries also provide more than 240 online research guides, 
including guides for broad and narrow subjects and specific Boston 
College courses. Library staff supplement in-person instruction, refer- 
ence, and consultation services with expert help via e-mail, text, 24/7 
chat, and online tutorials. 

The Boston College Libraries website is at http://bc.edu/libraries. 
Digital Institutional Repository 

The eScholarship@BC digital repository is a central online system 
maintained by the Boston College University Libraries. The goal is to 
showcase and preserve Boston College's scholarly output and to maxi- 
mize research visibility and influence. eScholarship@BC encourages 
community contributors to archive and disseminate scholarly work, 
peer-reviewed publications, books, chapters, conference proceedings, 
and small data sets in an online open access environment. 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



eScholarship@BC archives and makes digitally available the under- 
graduate honors theses and doctoral dissertations written by students at 
Boston College. 

As part of its eScholarship services, the Libraries host several open 
access journals. Library staff members provide set-up, initial design and 
technical support to the journal staff. For access and more information 
about eScholarship@BC, visit www.bc.edu/escholarship. 
United States Government Publications 

Boston College Libraries is a member of the Federal Depository 
Library Program. O'Neill Library receives selective government docu- 
ments in electronic format, and maintains a legacy print collection. 
These materials are available to the general public as well as to Boston 
College students, faculty, and staff. Researchers can locate government 
documents in the online discovery system, and through a number of 
databases such as ProQuest Congressional and Hein Online. 

Questions about the availability of government publications 
should be directed to the Government Documents librarian or the 
Reference staff at O'Neill Library. 
Media Center 

The Media Center on the second floor of the O'Neill Library 
houses the Library's main collection of DVDs, videocassettes, compact 
discs, audiocassettes, and LPs. Media materials can be located via the 
online discovery system. The Media Center has individual viewing sta- 
tions, a preview room for small groups viewing, a classroom that may 
be reserved by faculty for classes using Media materials, digital video 
cameras, and a scanning station. 
Interlibrary Loan 

An Interlibrary Loan service is offered to students, faculty, admin- 
istrators, and staff to obtain research materials not owned by the Boston 
College Libraries. Books, journal articles, microfilm, and theses and 
government documents may be borrowed from other libraries across 
the nation. Some materials arrive within a day or two and electronic 
titles are delivered directly to the user's desktop. Requests are made by 
using forms in the online discovery system and the Find It option that 
appears in many online databases. 
Boston Library Consortium 

The Boston Library Consortium (BLC) is a group of area libraries 
which includes Boston College, Brandeis University, Boston University, 
Massachusetts Institute of Technology, Northeastern University, Tufts 
University, the University of Massachusetts system, the University of 
New Hampshire, Wellesley College, and Williams College, as well as 
the State Library of Massachusetts and the Marine Biological Laboratory 
at Woods Hole. Boston College offers direct self-service borrowing 
and delivery from the BLC libraries by using WorldCat Local, one 
of the databases available to the BC community. With a Consortium 
borrower's card, faculty and students may visit a BLC library and check- 
out directly from the member library. In order to receive a BLC card, 
ask at the O'Neill Circulation Desk for more information about the 
Consortium services. 
Association of Research Libraries (ARL) 

ARL is a nonprofit organization of 124 research libraries at com- 
prehensive, research-extensive institutions in the U.S. and Canada that 
share similar research missions, aspirations, and achievements. It is an 
important and distinctive association because of its membership and 
the nature of the institutions represented. ARL member libraries make 



up a large portion of the academic and research library marketplace, 
spending more than $1 billion every year on library materials. Boston 
College was invited to become a member of ARL in 2000. 

The Libraries of Boston College include: 

Bapst Art Library, a beautiful collegiate Gothic building that 
served as the main library for over 60 years, has been restored to its 
original splendor and houses the resources for library research in art, 
architecture, art history, and photography. A gallery which displays 
student artwork is located off the lobby, while the Graduate Study 
and Research Space is located in the mezzanine of the Kresge Reading 
Room. Gargan Hall, with its magnificent stained glass windows, pro- 
vides for quiet study 24 hours a day, five days a week when classes are 
in session. For more information, visit www.bc.edu/bapst. 

John J. Burns Library of Rare Books and Special Collections: The 
University's special collections, including the University's Archives, are 
housed in the Honorable John J. Burns Library, located in the Bapst 
Library Building, north entrance. These distinguished and varied col- 
lections speak eloquently of the University's commitment to the pres- 
ervation and dissemination of human knowledge. The Burns Library 
is home to more than 250,000 volumes, some 16 million manuscripts, 
and important collections of architectural records, maps, art works, 
photographs, films, prints, artifacts, and ephemera. Though its collec- 
tions cover virtually the entire spectrum of human knowledge, the Burns 
Library has achieved international recognition in several specific areas of 
research, most notably: Irish studies; British Catholic authors; Jesuitana; 
Fine Print; Catholic liturgy and life in America, 1925-1975; Boston 
history; the Caribbean, especially Jamaica; Nursing; and Congressional 
archives. It has also won acclaim for significant holdings on American 
detective fiction, Thomas Merton, Japanese prints. Colonial and early 
Republic Protestantism, banking, and urban studies, anchored by the 
papers of Jane Jacobs. To learn more about specific holdings in Burns, 
please see www.bc.edu/burns. Burns sponsors an active exhibit and lec- 
ture series program. Burns is also actively digitizing many of its holdings, 
and these collections can be viewed at: www.bc.edu/libraries/collections/ 
coUinfo/digi talcollections.html. 

The University Archives are the official non-current papers and 
records of an institution that are retained permanently for their legal, 
fiscal, or historical values. The University Archives, a department within 
the John J. Burns Library, contains: the office records and documents 
of the various University offices, academic and other; copies of all 
University publications, including student publications; movie footage 
of Boston College football; some audiovisual materials; and tape record- 
ings of the University Lecture Series and other significant events. A 
significant collection of photographs documents the pictorial history of 
Boston College. Alumni, faculty, and Jesuit records are also preserved. 
In addition, the University Archives is the repository for the records of 
Newton College of the Sacred Heart (1946-1975) and the documents 
of the Jesuit Community of Boston College (1863-). 

The Educational Resource Center, a state-of-the-art-center, serves 
the specialized resource needs of the Lynch School of Education students 
and faculty. The collections include children's books, fiction and non- 
fiction, curriculum and instructional materials in all formats, educational 
and psychological tests, educational software intended for elementary 
and secondary school instruction, and educational technology. In addi- 
tion, the ERG has an interactive technology room designed to assist 
students in integrating computers and other technology in the K— 12 
classroom as well as to practice lesson plans and presentations. These 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



materials are unique to the needs of the Lynch School of Education 
and do not duplicate materials found in the O'Neill Library. For more 
information, visit www.bc.edu/erc. 

Located on the Newton Campus, the Law School Library has a 
collection of approximately 468,000 volumes and volume equivalents 
of legal and related materials in a variety of media. The collection 
includes primary source materials consisting of reports of judicial deci- 
sions and statutory materials as well as a broad collection of secondary 
research materials in the form of textbooks and treatises, legal and relat- 
ed periodicals, legal encyclopedias, and related reference works. Most 
law-related licensed databases, with the exception of LexisNexis and 
Westlaw, are open for the entire university's use and may be accessed 
remotely. The Library possesses substantial and growing collections of 
international and comparative law works. The Daniel R. Coquillette 
Rare Book Room holds the Law Library's special collections and fea- 
tures an ongoing series of exhibits. For more information, visit www.be. 
edu/lawlibrary. 

The Catherine B. O'Connor Geophysics Library: Located at 
Weston Observatory, this library contains a specialized collection of 
earth sciences monographs, periodicals, and maps, particularly in the 
areas of seismology, geology, and geophysics. For more information, 
visit www.bc.edu/libraries/collections/weston.html. 

The Thomas P. O'Neill, Jr., Library is named for the former 
Speaker of the U.S. House of Representatives, Thomas P. "Tip" O'Neill, 
Jr., class of 1936. The O'Neill Library is the central research library of 
the University and is located on the Main Campus in Chestnut Hill. 
Collections include approximately 2.1 million volumes on a broad 
range of subjects reflecting the University's extensive curriculum and 
research initiatives. For more information visit, www.bc.edu/libraries/ 
coUections/oneiU.html. 

The Connors Family Learning Center (CFLC), located on the 
second floor of O'Neill Library in the Eileen M. and John M. Connors, 
Jr., Learning Center, is a comprehensive, inclusive resource serving all 
of the University's students and faculty. The mission of the Center is 
to enhance teaching and learning across the University. One of the 
CFLC's three professional staff members assists students with learning 
disabilities, helping to ensure their academic success at Boston College. 
The Center offers free peer tutoring as well as sponsors seminars, 
workshops, and discussions for faculty and graduate teaching fellows 
on strategies for successful teaching and learning. 

The Social Work Library, located in McGuinn Hall, offers the 
full range of library services and resources needed to support students 
of the Graduate School of Social Work. The collection also serves the 
departments of Psychology, Political Science, Sociology, Nursing, and 
related disciplines. Services are provided on-site by two librarians and 
two staff members. Many services can be accessed remotely through the 
Social Work Library website. For more information, visit www.bc.edu/ 
libraries/coUections/socialwork.html. 

The Theology and Ministry Library (TML) is the newest Boston 
College library. Serving the research, teaching, learning, and pastoral 
formation needs of the School of Theology and Ministry and Saint 
John's Seminary, the library's collections are centered in biblical stud- 
ies, Catholic theology, history, canon law, and Jesuitana. The TML 
is a member library of the Boston Theological Institute Libraries and 
Resources Network whose libraries' combined collections number 
nearly a million and a half volumes in theology and related disciplines. 



In addition, because of its close relationship to the highly respect- 
ed New Testament Abstracts which are edited and published at Boston 
College, the library is a depository of virtually all significant interna- 
tional publications in New Testament and related fields. For more 
information visit www.bc.edu/libraries/collections/theology.html. 

Media Technology Services 

Media Technology Services, a division of Information Technology 
Services, provides a full range of media and technology services to the 
entire University. MTS can assist members of the Boston College com- 
munity who are using technology in the areas of teaching and learning, 
research projects, conference planning, and event support. 

A wide array of equipment and multimedia display devices are 
available, and MTS can provide training and support for faculty who 
teach in classrooms that are equipped with the latest in multimedia 
technology. Services such as digital photography and media, video and 
audio production, CD and DVD production and duplication, and 
graphic design are also available. Faculty who wish to reach their stu- 
dents outside of the classroom can take advantage of the BC Cable TV 
system by airing original or rental films and videos. Media Technology 
Services is located in Campion Hall, Room 36. For more information, 
call 617-552-4500 or visit www.bc.edu/offices/mts/home.html. 

Divisions within MTS include: 

Classroom Support Services 

Graphic Services 

Photography Services 

Audio Services 

Video Services 

Cable Television Services 

Film and Video Rentals 

Newton Campus Support Services 

Project Management and Technical Support Services 

University Research Institutes and 
Centers 

Research is an important part of the intellectual life at Boston 
College. Faculty members, graduate students, and undergraduates 
collaborate in a range of research strategies across the disciplines and 
professional schools including laboratory studies, quantitative and 
qualitative research, archival and textual research, theory development, 
and field and basic research. In addition to the work of individual 
faculty and units, Boston College supports the collaborative work of 
faculty and students across the University through the following centers 
and institutes: 

Boisi Center for Religion and American Public Life 

Through its many campus events, seminars, publications, and visit- 
ing fellows program, the Boisi Center creates opportunities for scholars, 
policy makers, and media and religious leaders to connect in conversa- 
tion and scholarly reflection around issues at the intersection of religion 
and American public life. The Center does not seek to advance any ide- 
ological or theological agenda, whether conservative or liberal. Rather, 
it operates on the conviction that rigorous conversation about religion 
and public life can clarify the moral consequences of public policies in 
ways that help to maintain the common good while respecting America's 
increasing religious diversity. For more information, visit www.bc.edu/ 
boisi. 



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7 



About Boston College 



Center for Christian-Jewish Learning 

The Center for Christian-Jewish Learning is devoted to the multi- 
faceted development and implementation of new relationships between 
Christians and Jews that are based not merely on toleration, but on 
full respect and mutual enrichment. This defining purpose flows from 
the mission of Boston College and responds to the vision expressed in 
Roman Catholic documents ever since the Second Vatican Council. 

The building of new, positive relationships between Jews 
and Christians requires sustained collaborative academic research. 
Therefore, under the Center's auspices, scholars and thinkers repre- 
senting diverse Jewish and Christian perspectives engage in intense and 
ongoing study of all aspects of our related, yet distinct, traditions of 
faith and culture. 

The Center is thus dedicated to conducting educational research 
and to offering programs, both in the University and the wider com- 
munity, in which Christians and Jews explore their traditions together. 
For more information, visit www.bc.edu/cjlearning. 

Center for Corporate Citizenship 

The Boston College Center for Corporate Citizenship has a mem- 
bership base of 400 global companies who are committed to leveraging 
their social, economic, and human resources to ensure business success 
and a more just and sustainable world. The Center, which is a part of 
the Carroll School of Management, achieves results through the power 
of research, education, and member engagement. The Center offers 
publications including an electronic newsletter, research reports, and a 
weekly media monitor; professional development programs; and events 
that include an annual conference, roundtables, and regional meetings. 
Contact the Center for Corporate Citizenship at 617-552-4545, www. 
bccorporatecitizenship.org, or ccc@bc.edu. 

Center for East Europe, Russia, and Asia 

The Center's programs encourage faculty and students to par- 
ticipate in interdepartmental endeavors on both the graduate and 
undergraduate levels. Participating faculty come from the Fine Arts, 
History, Philosophy, Political Science, Slavic and Eastern Languages 
and Literatures, and Theology departments, and offer over 80 academic 
courses connected with the study of the culture, history, and political 
life of East Europe, Russia, the Balkans, and Central Asia. 

Information is available from the Directors, Cynthia Simmons 
(Slavic and Eastern Languages and Literatures, Lyons Hall, Room 210) 
and Roberta Manning (History, Maloney Hall, Room 417). 

Center for Human Rights and International Justice 

The Center for Human Rights and International Justice, a col- 
laborative effort of faculty from various departments and schools at 
Boston College, addresses the increasingly interdisciplinary needs of 
human rights work. Through multidisciplinary training programs, 
applied research, and the interaction of scholars with practitioners, the 
Center aims to nurture a new generation of scholars and practitioners 
who draw upon the strengths of many disciplines, and the wisdom of 
rigorous ethical training in the attainment of human rights and inter- 
national justice. For more information, visit www.bc.edu/humanrights. 

Center for Ignatian Spirituality 

The Center for Ignatian Spirituality at Boston College offers 
members of the university — and faculty and staff in particular — oppor- 
tunities to learn about and experience more deeply the spirituality of 
Ignatius Loyola, the founder of the Society of Jesus. This spirituality 
is at the heart of the Jesuit mission of Boston College. The Center 



sponsors talks on campus, and offers retreats, seminars, and reflection 
opportunities for groups as well as individual spiritual direction. For 
more information, visit us at Rahner House, 96 College Road, or call 
617-552-1777 or visit www.bc.edu/centers/cis. 

Center for International Higher Education 

Established in 1995 and housed in the Lynch School of Education, 
the Center for International Higher Education (CIHE) is a research 
and service agency providing information, publications, and a sense 
of community to colleges and universities worldwide. Our focus is 
conducting research and disseminating knowledge on current issues in 
higher education worldwide. We are concerned with academic institu- 
tions in the Jesuit tradition, as well as with other universities. There is a 
special concern with the needs of academic institutions in the develop- 
ing countries of the Third World. 

Center activities include the publication of International Higher 
Education, a quarterly newsletter dealing with the central concerns of 
higher education in an international context; a book series on higher 
education; the maintenance of an international database of administra- 
tors, policy makers, and researchers in the field of higher education; 
and sponsorship of an international conference on higher education 
issues. Visiting scholars from Jesuit and other universities worldwide 
occasionally are in residence at the Center. CIHE works in conjunction 
with the Higher Education Program of the Lynch School. 

For more information on the Center for International Higher 
Education, visit www.bc.edu/cihe. 

Center for Optimized Student Support 

The mission of the Center for Optimized Student Support is to 
study the most effective ways to address the out-of-school factors impact- 
ing student learning and thriving in schools. The Center develops, tests, 
and disseminates innovative practices that address these out-of-school 
factors (social/emotional, health, and family) by optimizing student sup- 
port in schools. 

Center for Retirement Research 

The Center for Retirement Research at Boston College was estab- 
lished through a grant from the Social Security Administration in 1998. 
The goals of the Center are to promote research on retirement issues, 
to transmit new findings to the policy community and the public, to 
help train new scholars, and to broaden access to valuable data sources. 
The Center is the headquarters for researchers and experts in affili- 
ated institutions including MIT, Syracuse University, the Brookings 
Institution, the Urban Institute, and the American Enterprise Institute. 
The Center is structured around an interdisciplinary research team 
with backgrounds in actuarial science, demography, economics, eco- 
nomic history, finance, political science, sociology, and social work. 
This team possesses a breadth of knowledge on retirement issues that 
is virtually unmatched in the field. As the nation confronts the myriad 
issues surrounding how best to ensure adequate retirement income 
for an aging population, the Center's research experts explore trends 
in Social Security, private pensions, and other sources of retirement 
income and labor force issues involving older workers. The Center also 
employs undergraduate and graduate research assistants and sponsors 
competitive grant programs for junior faculty and graduate students. 

For more information on publications, events, and financial sup- 
port programs, call (617-552-1762), send an email (crr@bc.edu), or 
visit the Center's website (http://crr.bc.edu). 



8 



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About Boston College 



Center for Student Formation 

The Center for Student Formation engages students to explore 
the connection between their talents, dreams, and the world's deep 
needs. By incorporating faculty and staff into all areas of program- 
ming, the Center provides opportunities in which students may fully 
integrate their intellectual, social, and spiritual experiences. In addition 
to sponsoring events for faculty, staff, and students, the Center for 
Student Formation collaborates with University departments to serve 
as a resource for new program design and implementation. 

Center for the Study of Testing, Evaluation, and 
Educational Policy (CSTEEP) 

The Lynch School of Education houses the Center for the 
Study of Testing, Evaluation, and Educational Policy (CSTEEP), a 
University-supported research center internationally recognized for its 
work in the policy uses of tests. This research center is a rich resource 
for all programs in education and is especially known for its work 
with large-scale assessment surveys such as the National Assessment of 
Educational Progress and in the analyses of policies related to test-based 
educator accountability. 

Further information on CSTEEP is available on its website at 
www.bc.edu/research/csteep. 

Center on Wealth and Philanthropy 

The Center on Wealth and Philanthropy (CWP), formerly the 
Social Welfare Research Institute, studies spirituality, wealth, philan- 
thropy, and other aspects of cultural life in an age of affluence. The 
Center's mission is to create fresh and valid thinking about the spiritual 
foundations of wealth and philanthropy in order to create a wiser and 
more generous allocation of wealth. CWP is a recognized authority on 
the meaning and practice of care, on the patterns and trends in indi- 
vidual charitable giving, on philanthropy by the wealthy, and on the 
forthcoming $41 trillion wealth transfer. 

CWP has published research on the patterns, meanings, and 
motives of charitable giving; on survey methodology; on the formal 
and informal care in daily life; and on financial transfers to family and 
philanthropy by the wealthy. Other areas of research include the "new 
physics of philanthropy," which identifies the economic and social- 
psychological vectors inclining wealth holders toward philanthropy. 
Other initiatives include (1) educating fundraising and financial 
professionals in the use of a discernment methodology based on 
Ignatian principles for guiding wealth holders through a self-reflective 
process of decision making about their finances and philanthropy; (2) 
analyzing what key religious and philosophical thinkers understand 
and teach about wealth and charity; (3) estimating wealth transfer 
projections for states and metropolitan regions; and (4) analyzing the 
patterns of relative philanthropic generosity among cities, states, and 
regions in the U.S. Additionally, the Center had conducted the study 
titled "The Joys and Dilemmas of Wealth," which surveyed people 
worth $25 million or more and delved into the deeper meanings, 
opportunities, and hindrances facing wealth holders. The Center, 
known for its 2009 wealth transfer estimate of $41 trillion, has recently 
produced a completely revised Wealth Transfer model, indicating an 
even greater projection for wealth transfer than the 2009 study. Based 
on the new model, the Center has produced a wealth transfer reports 
for North Dakota and Rhode Island, and is now working on estimates 
for various Florida metro areas and counties as well as the Boston 
Metro Area. 



Over the past 20 years, CWP has received generous support from 
the T. B. Murphy Foundation Charitable Trust, the Bill and Melinda 
Gates Foundation, Wells Fargo, the W. K. Kellogg Foundation, the 
Lilly Endowment, Inc., the Boston Foundation, the John Templeton 
Foundation, the Wieler Family Foundation, Eaton Vance Investment 
Counsel, and Silver Bridge financial advisement. For more informa- 
tion, visit www.bc.edu/cwp. 

Center for Work & Family 

The Boston College Center for Work & Family (BCCWF) is a 
global leader in helping organizations create effective workplaces that 
support and develop healthy and productive employees. The Center, 
part of the Carroll School of Management, links the academic commu- 
nity to leaders in the working world dedicated to promoting workforce 
effectiveness. With nearly 100 leading employers as our corporate part- 
ners, BCCWF has the potential to affect the lives and work environ- 
ments of four million employees. As work-life issues continue to become 
more prominent in discussion, BCCWF is frequently called upon as an 
expert contributor to explore the myriad of challenges facing workplaces, 
families, and society. 

The Center's values are: 

• Bridging Research and Practice: We seek to advance the depth 
and quality of knowledge in the work-life field and serve as a 
bridge between academic research and organizational practice. 

• Transforming Organizations: We believe any work-life initiative 
is also an organizational change initiative. We help identify and 
develop organizational models to meet the needs of a contempo- 
rary workforce and provide expertise to assist in implementing 
these changes successfully. 

• Strengthening Society: We believe employers who recognize and 
manage the interdependence of work, family, and community 
build stronger organizations and a more vibrant society. 

The Center's initiatives fall into three broad categories: workplace 
partnerships, research, and education. 

• Workplace Partnerships: The Center is home to three highly 
successful employer partnerships: the Work and Family 
Roundtable, established in 1990, the New England Work and 
Family Association (NEWFA), established in 1992, and the 
Global Workforce Roundtable, established in 2006. 

• Research: The Center focuses attention on applied studies that 
contribute knowledge building, meet standards of rigorous 
research, and are meaningful and practical to practitioners. 
The Center's research focuses on how organizational leadership, 
culture, and human resource practices increase work force pro- 
ductivity and commitment while also improving the quality of 
employees' lives. Recent topics of focus include career manage- 
ment, workplace flexibility, fatherhood, and Millennials in the 
workplace. 

• Education: Consistent with the mission of Boston College, 

the Center is committed to academic excellence. Several courses 
are offered within the Boston College community as well as 
customized educational programs that can be presented within 
organizations. The publications produced by the Center are 
available as educational resources, including an Executive 
Brieflng Series, which addresses strategic issues relevant to the 
current business climate. 
For more information, visit www.bc.edu/cwfor follow @BCCWF. 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Institute of Medieval Philosophy and Theology 

The Institute is a center that unites the teaching and research 
efforts of the faculty members in the Philosophy and Theology depart- 
ments who specialize in Christian, Jewish, and Arabic medieval phi- 
losophy and theology. Doctoral degrees are awarded in the Philosophy 
or Theology departments, and students matriculate in one of these two 
departments. The focus of the Institute is on the relationship between 
medieval philosophy and theology and modern continental philosophy 
and theology. 

To foster this dialogue and encourage the scholarly retrieval of the 
great medieval intellectual world, the Institute offers graduate student 
fellowships and assistantships through the Philosophy and Theology 
Departments; sponsors speakers programs; runs a faculty-student semi- 
nar to investigate new areas of medieval philosophical and theological 
research; and has set up a research center to assist in the publication 
of monographs and articles in the diverse areas of medieval philosophy 
and theology to encourage the translations of medieval sources, and 
to stimulate editions of philosophical and theological texts. For more 
information, visit www.bc.edu/schools/cas/theology/graduate/special/ 
med-phil.html. 

Institute for Scientific Research 

Formed in 1954, The Institute for Scientific Research (ISR) is the 
largest sponsored research center at Boston College. It embodies the 
University's motto "Ever to Excel." It has been and continues to be at 
the forefront of world-class innovative research. 

Our highly skilled team of scientists, engineers, mathematicians, 
and research associates uses its expertise for theoretical and experimen- 
tal studies that include space physics, space chemistry, solar-terrestrial 
research, space weather, and seismic studies. 

Our current projects include heavenly explorations, such as 
observing the celestial sky to interpret the changes in infrared emissions 
in space, and earthbound pursuits, such as defining the effects of solar 
storms on space-based communication and navigation systems. 

Our researchers are fully dedicated to their work and have 
achieved numerous awards and high acclaim from our sponsors, who 
include the following: 

• Air Force Research Laboratory (AFRL) 

• Air Force Office of Scientific Research (AFOSR) 
Office of Naval Research (ONR) 

• National Science Foundation (NSF) 

• National Aeronautics and Space Administration (NASA) 

• Federal Aviation Administration (FAA) 

• Other sponsors and partners from industry and academia 

As an organized research institute at Boston College, ISR sup- 
ports the research mission of Boston College to conduct national and 
international significant research that advances insight and understand- 
ing, enriches culture, and addresses pressing social needs. Through our 
research and workshops, ISR also fosters the intellectual development 
of young scientists from around the world. For more information on 
our programs, visit www.bc.edu/isr. 

Institute for the Study and Promotion of Race and 
Culture (ISPRC) 

The ISPRC was founded in 2000, under the direction of Dr. 
Janet E. Helms, to promote the assets and address the societal conflicts 
associated with race or culture in theory and research, mental health 
practice, education, business, and society at large. 



The ISPRC solicits, designs, and disseminates effective interven- 
tions with a proactive, pragmatic focus. Each year the Institute addresses 
a racial or cultural issue that could benefit from a pragmatic scholarly 
focus through its Diversity Challenge conference. An annual Summer 
Workshop focuses on teaching applied skills to mental health profession- 
als, educators, and students in related fields. For more information, visit 
www.bc.edu/isprc. 

Irish Institute 

The Irish Institute is a division of the Center for Irish Programs 
at Boston College. The mission of the Institute is to promote the peace 
and normalization process on the island of Ireland and to contribute 
to social, political, and economic stability through cross-border and 
cross-community cooperation. Professional development programming 
by the Institute introduces Irish and Northern Irish participants to 
successful models of best practices in the U.S., as well as offering an 
opportunity for cultural exchange that promotes mutual understanding 
among the U.S., Ireland, and Northern Ireland. 

Since its founding in 1997, more than 1,000 decision-makers 
from all sectors, including government, business, education, environ- 
ment, poUcing, media, and nonprofits, have participated in over 100 
Irish Institute programs. Programs balance classroom seminars led 
by Boston College faculty with site visits to innovative and effective 
industry leaders in Massachusetts and across the United States. The 
Irish Institute is regarded as an honest broker by all parties on the island 
of Ireland, and its reputation for delivering quality programming in an 
inclusive environment attracts leaders from all communities and from 
across the political spectrum. 

The Irish Institute's 2012-2013 programming will address, 
among other issues, the relationship between the arts and business, 
cost-cutting policy making, disabilities and equal access, the marine 
economy, political leadership, social enterprise and unemployment, 
executive leadership, and global management strategy. 

The Institute receives annual funding from Boston College, the 
U.S. Congress through the U.S. Department of State, the Bureau of 
Cultural and Educational Affairs, as well as through external business 
partnerships. For more information, visit our website at www.bc.edu/ 
irishinstitute or contact Director, Dr. Robert Mauro at 617-552-4503. 

Jesuit Institute 

The Jesuit Institute was established in 1988 to contribute towards 
the response to the question of identity. The Institute, initially funded 
by the Jesuit Community at Boston College, is not an additional or 
separate academic program. Rather, it is a research institute that works 
in cooperation with existing schools, programs, and faculty primarily 
but not exclusively at Boston College. Within an atmosphere of com- 
plete academic freedom essential to a university, the Institute engages 
positively in the intellectual exchange that constitutes the University. 
Its overarching purpose is to foster research and collaborate interchange 
upon those issues that emerge at the intersection of faith and culture. 
Through its programs, the Institute does this in two ways: by support- 
ing the exploration of those religious and ethical questions raised by 
this intersection, and by supporting the presence of scholars committed 
to these questions. Visit www.bc.edu/centers/jesinst. 

Lonergan Center 

Studies related to the work of the Jesuit theologian and philoso- 
pher Bernard Lonergan, S.J., (1904-1984) are fostered and advanced 
in the Lonergan Center at Boston College. Inaugurated in 1986, 



10 



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About Boston College 



the Center houses a growing collection of Lonergan's published and 
unpublished writings as well as secondary materials and reference 
works. Boston College sponsors the annual Lonergan Workshop each 
June, providing resources, lectures, and workshops for the study of the 
thought of Bernard Lonergan, SJ. Scholarships and fellowships offered 
by the Lonergan Institute enable scholars from around the world to 
utilize the resources of the Center. For more information, visit www. 
bc.edu/lonergan. 

TIMSS & PIRLS International Study Center 

The TIJVISS & PIRLS International Study Center, Lynch School 
of Education, is a global research enterprise that conducts assessments 
of student educational achievement in countries all around the world. 
Drs. Ina V.S. MuUis and Michael O. Martin, Executive Directors, 
provide the overall international direction of TIMSS (Trends in 
International Mathematics and Science Study) and PIRLS (Progress 
in International Reading Literacy Study). In 2011, nearly 90 countries 
and 900,000 students participated in TIMSS and PIRLS. 

TIMSS assesses mathematics and science at 4th and 8th grades, 
as well as advanced mathematics and physics at 12th grade (TIMSS 
Advanced). PIRLS assesses reading comprehension at the fourth grade 
and has a less difficult version for developing countries (prePIRLS). 
The TIMSS & PIRLS International Study Center is funded by 
the International Association for the Evaluation of Educational 
Achievement (lEA), headquartered in The Netherlands. For more 
information, visit timss.bc.edu or pirls.bc.edu. 

Weston Observatory of the Department of Earth and 
Environmental Sciences 

The Weston Observatory of Earth and Environmental Sciences, 
formerly Weston College (1928-1949), is the seismology research 
division of the Department of Earth and Environmental Sciences at 
Boston College. It is a premier research institute and exceptional sci- 
ence education center. The Observatory's Boston College Educational 
Seismology Project uses seismology as a medium for inviting students 
into the world of science research by inquiry-based learning through 
investigations of earthquakes recorded by seismographs located in doz- 
ens of K— 12 classrooms. The Weston Observatory provides free guided 
or self-guided tours of its facilities to numerous private-, public-, char- 
ter-, and home-schooled students and teachers, community groups, 
and the general public. The Weston Observatory also hosts monthly 
evening science colloquiums for the public, and welcomes a limited 
number of local high school interns and BC students working on a 
variety of geophysical research projects to help the senior scientists for a 
unique educational opportunity. The Weston Observatory serves as the 
seismology information and data resource center to the Massachusetts 
Emergency Management Agency (MEMA), the media, first respond- 
ers, the general public, and other stakeholders. 

Weston Observatory was one of the first participating facilities 
in the Worldwide Standardized Seismograph Network and currently 
monitors earthquake activity in the northeast U.S., as well as distant 
earthquakes. The facilities at Weston Observatory offer students a 
unique opportunity to work on exciting projects with modern scien- 
tific research equipment in a number of different areas of seismology 
research. For more information, visit www.bc.edu/westonobservatory. 



Student Life Resources 

Athletics Department 

In keeping with its tradition as a Catholic and Jesuit university, 
rooted in a belief that seeks God in all things, especially in human 
activity, the Boston College Athletics Department offers a broad-based 
program of intercollegiate athletics, as well as intramural, recreation, 
and club sport opportunities. Through these activities, the Athletics 
Department provides an educational experience that promotes the 
development of the whole person intellectually, physically, socially, 
and spiritually. Through its offerings, the Athletics Department plays 
an integral part in the personal formation and development of students, 
preparing them for citizenship, service, and leadership. 

The University's pursuit of a just society is fostered through 
the Athletics Department's commitment to the highest standards of 
integrity, ethics, and honesty. The Athletics Department promotes the 
principles of sportsmanship, fair play, and fiscal responsibility in com- 
pliance with University, Conference, and NCAA policies. 

The Athletics Department supports and promotes the University's 
goal of a diverse student body, faculty, and staff. In this spirit, the 
Athletics Department supports equitable opportunities for all students 
and staff, including minorities and women. 

Career Center 

The Career Center at Boston College offers an exciting program 
of services and resources designed to help students build successful 
careers. Through the Career Center, graduate students may obtain 
advice and guidance regarding career goals, internships, and job search 
techniques. Students may also network with BC alumni through 
Linkedin accounts. Professional assistance and advice on navigating a 
comprehensive, educational Career Center website is available. 

Graduate career services for business students are available through 
the Career Strategies Office of the Carroll School of Management, 
Graduate Programs. Law students also have their own career services 
office on the Newton Campus. 

Office of Campus Ministry 

Boston College is built on the Roman Catholic faith tradition 
and the spirituality of the Society of Jesus. Campus ministers strive to 
serve the Boston College Catholic community, as well as support men 
and women of other faith traditions in their desire to deepen their 
relationship to God. 

The Office of Campus Ministry provides regular opportunities 
for the celebration of the Eucharist, the Sacrament of Reconciliation, 
Confirmation and other sacraments on campus. It fosters involve- 
ment in these celebrations through the liturgical arts program, music 
ministry groups, and the training of lectors and Eucharistic ministers. 
Reconciliation services are scheduled during Advent and Lent, while 
individual confessions are available before Masses or by appoint- 
ment Campus Ministry also supports Ecumenical and Multi-faith 
services throughout the year, such as the Interfaith Thanksgiving 
Service, the Martin Luther King Memorial Service, and the Service 
of Remembrance. 

The Office of Campus Ministry offers opportunities for students 
and others to participate in experiences designed to promote justice 
and charity. Service projects include the Appalachia Volunteer Program 
(Spring and Summer), Urban Immersion, 4Boston, Loyola Volunteers, 
and the Arrupe International Service/Immersion trips to Belize, 
Nicaragua, El Salvador, Guatemala, Jamaica (Winter and Summer) and 



The Boston College Graduate Catalog 2012-2013 



11 



About Boston College 



Cuernavaca, Puebla, Chiapas, Morelos in Mexico. Campus Ministry 
also connects graduating seniors with the Jesuit Volunteer Corps and 
other postgraduate volunteer programs. 

The Office of Campus Ministry provides pastoral counseling for 
anyone tested or confused by life's twists and turns and its ups and 
downs. It also offers spiritual guidance for students and others seeking 
to deepen their relationship to God through the Spiritual Exercises of 
St. Ignatius of Loyola. Further, Campus Ministry provides students 
with prayer group experiences (CURA) and religious retreats through- 
out the year, like Kairos, the Busy Student Retreat, and Manresa (the 
Silent Retreat) — all faithful to the Ignatian tradition. 

Office of Campus Ministry is located in McElroy 233, 617-552- 
3475. For more information visit www.bc.edu/ministry. 

Dining Services 

Graduate students may open an optional Eagle-One account, 
which allows them to use their BC Eagle ID to make purchases at a 
variety of food and retail locations both on and off campus. Optional 
accounts are convenient, pre-paid, declining balance accounts that are 
ideal for graduate and law students. Want to save money? Opening an 
optional Dining Bucks account saves you 10% on every purchase you 
make in a dining hall or outlet such as the Bean Counter or Hillside. 
Dining Bucks are also accepted in vending machines although with no 
discount. These accounts, which are fully refundable if you don't use 
them, may be opened online any time of the year through the Agora 
Portal. 

Disability Services Office 

Services for graduate students with hearing, visual, mobility, med- 
ical, psychiatric, and temporary disabilities are coordinated through 
the Assistant Dean for Students with Disabilities. Academic support 
services provided to students who provide appropriate documentation 
are individualized and may include, but are not limited to, sign lan- 
guage interpreters, CART services, electronic textbooks, extended time 
on exams, alternate testing locations, facilitation of program modifica- 
tion, course under-loads, readers, scribes, and note-takers. Additionally, 
parking permits are granted for temporarily disabled students. The 
Assistant Dean works with each student individually to determine the 
appropriate accommodations necessary for the student's full participa- 
tion in college programs and activities. For more information, contact 
Assistant Dean Paulette Durrett at 617-552-3470 or visit www.bc.edu/ 
disability. 

Services and accommodations for students with learning dis- 
abilities and Attention Deficit Hyperactivity Disorder are coordinated 
through the Connors Family Learning Center. The Center, located in 
O'Neill Library, provides academic support services and accommoda- 
tions to undergraduate and graduate students. The Center's services are 
extensive and vary depending upon the unique needs of the individual 
student. For more information, contact Dr. Kathy Duggan at 617-552- 
8093 or visit www.bc.edu/connors. 

Graduate Student Association 

The Graduate Student Association (GSA) of Boston College is a 
student-run organization that serves graduate students in the College of 
Arts and Sciences, the Lynch School of Education, the Connell School 
of Nursing, the Graduate School of Social Work, the Carroll School of 
Management, and the School of Theology and Ministry. Additionally, 
the GSA coordinates the functions and activities of the Graduate 
African American, Hispanic, Asian, and Native American Student 



Association (Grad AHANA), and the Graduate International Student 
Association (GISA). The GSA serves two primary purposes: providing 
programming to meet graduate students' needs, and providing advo- 
cacy within the greater Boston College community for issues of import 
to graduate students. Membership in the GSA is open to any graduate 
student in good standing in one of the constituent schools. The GSA 
is lead by an Executive Board consisting of a President, Vice-President, 
and Financial Director, and by a Senate consisting of one member each 
from the constitute schools, Grad AHANA, and GISA. The GSA is 
advised by the Office of Graduate Student Life. GSA offices are located 
in the Murray Graduate Student Center at 292 Hammond Street, 
across Beacon Street from Middle Campus. For more information, 
visit www.bc.edu/gsa. 

The Office of Graduate Student Life/John Courtney 
Murray, S.J. Graduate Student Center 

As part of the Division of Student Affairs, the mission of the 
Office of Graduate Student Life is to facilitate student learning and for- 
mation in their fullest sense (integrating intellectual, ethical, religious 
and spiritual, and emotional-social development) and to promote an 
inclusive community of engaged learners while advancing the Jesuit 
Catholic heritages and values of Boston College. To this end, the Office 
of Graduate Student Life provides outreach to graduate and profes- 
sional students through a variety of programs, services, and advocacy 
efforts. Working together with faculty, staff, and student organizations, 
the Office of Graduate Student Life provides both co-curricular and 
academic support to the graduate student community. 

The John Courtney Murray, S.J. Graduate Student Center is an 
essential component of the Office's mission, serving as a center of hos- 
pitality and community building. It provides a number of services and 
amenities, including a computer lab (printing, network, and wireless 
access), study areas, meeting space, dining and lounge areas, billiards, 
ping pong, and a free DVD lending library for all current graduate 
students. Spaces within the house can be reserved for events and group 
meetings. The Center is located at 292 Hammond Street (just across 
Beacon Street from McElroy). 

For more information about programs and services provided by 
the Office of Graduate Student Life, call 617-552-1855 or visit www. 
bc.edu/gsc. 

University Health Services 

The mission of University Health Services (UHS), is to enhance 
the physical and psychological well being of Boston College students by 
providing multifaceted health care services in the Jesuit tradition of cura 
personalis (care for the entire person). UHS provides a compassionate 
safe haven for those in crisis and improves student learning outcomes 
through modifying health related barriers to learning, enabling full 
participation in the college experience. The Department is located in 
Gushing Hall on the Main Campus and can be contacted by calling 
617-552-3225. 

The Outpatient Unit staff includes full-time primary care phy- 
sicians, nurse practitioners, and on-site specialty consultants. The 
24-hour Inpatient Unit provides care for students requiring observa- 
tion and frequent physician/nurse assessments. The staff also provides 
urgent outpatient nursing assessments when the Outpatient Unit is 
closed and can be reached at 617-552-3225. 



12 



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About Boston College 



Accessing care from University Health Services is optional for 
graduate students and is available through payment of the Health/ 
Infirmary fee or on a fee-for-service basis. 

All students may have access to the facilities for first aid or in case 
of an emergency. 

The Health/Infirmary fee covers medical care provided on campus 
by University Health Services and is not to be confused with medical 
insurance. Massachusetts law requires that all students be covered by 
an Accident and Sickness Insurance Policy so that protection may be 
assured in case of hospitalization or other costly outside medical ser- 
vices. See Massachusetts Medical Insurance. 

Additional information is available at the University Health 
Services website: www.bc.edu/healthservices. For additional informa- 
tion regarding services or insurance, call 617-552-3225 or visit the 
Primary Care Center on the first floor of Cushing Hall. 

Immunization 

Graduate students registering at the credit levels listed below are 
required to comply with Massachusetts General Laws (the College 
Immunization Law): 

School Credit Level 

Woods College of Advancing Studies — Graduate 9 

College of Arts and Sciences — Graduate 9 

Lynch School of Education — Graduate 9 

Law 12 

Carroll School of Management — Graduate 9 

Council School of Nursing — Graduate 9 

Graduate School of Social Work 9 

School of Theology and Ministry 9 

The College Immunization Law requires proof of the following 
immunizations: 

• 1 Tetanus-Diphtheria Booster (received within the past 1 years) 

• 2 Measles, Mumps, and Rubella 

• 3 doses of the hepatitis B vaccine 

• Meningitis immunization or submission of waiver form for all 
students living in University-sponsored housing 

• In addition, the Connell Graduate School of Nursing also 
requires the positive blood titers showing proof of immunity for 
measles, mumps, rubella, and varicella 

If proof of immunization for measles, mumps, and/or rubella is 
not available for students enrolled in any graduate program, a blood 
Titer showing immunity will be accepted. 

Failure to show proof of immunizations within 30 days from the 
start of classes will result in a block on your registration, and an admin- 
istrative fee of $65 will be charged to your student account. 

The only exceptions permitted are conflicts with personal reli- 
gious belief or documentation by a physician that immunizations 
should not be given due to pre-existing medical problems. 

University Coimseling Services (UCS) 

University Counseling Services (UCS) provides counseling, psy- 
chological, and psychiatric services to the students of Boston College. 
The goal of UCS is to assist students in understanding and solving 
problems that interfere with their personal development and success 
as students. Services available include individual counseling and psy- 
chotherapy, psychiatric services, consultation, evaluation, and referral. 
Students wishing to make an appointment should call 617-552-3310. 



Volunteer and Service Learning Center (VSLC) 

The mission of the Volunteer and Service Learning Center is to 
support students who seek opportunities to serve others. We do this by 
communicating volunteer needs, offering advisement and resources for 
service initiatives, providing educational opportunities, and collaborating 
with other University departments who engage with students in service. 
The Center supports the education and formation of our students by 
promoting conscientious service in the context of Catholic social teach- 
ing and contemporary Jesuit education. Services include: 

• An online volunteer database available for students to find ser- 
vice placements in the Greater Boston area that fit their interests 
and schedules 

• Community partnerships in the Greater Boston area 

• Annual volunteer fairs 

• An English Language Learners program for BC employees who 
practice their language skills with BC student tutors 

• Post-graduate volunteer programming, including an annual fair, 
discernment retreat, and student advisement for those consider- 
ing full-time volunteer work after leaving Boston College 

• Advisement for domestic service projects 

• Partnership with Big Brothers Big Sisters of Massachusetts Bay 

• Support and training for University departments and student 
groups on volunteer projects 

• Annual programs including the Welles R. Crowther Red 
Bandanna 5k Run, the Fair Trade Holiday Sale, Hoops for 
Hope, Jemez Pueblo Service Program, Nicaragua Faculty/Staff 
Immersion Trip 

For more information, visit www.bc.edu/service. 

Annual Notification of Rights 

The Executive Director of Student Services and the Vice President 
for Student Affairs are responsible for notifying students annually of 
their rights under FERPA. The annual notice is to appear in the Boston 
College Bulletin and in the Boston College Student Guide. 

All non-directory information is considered confidential and will 
not be released to outside inquiries without the express written consent 
of the student. 

Student Rights Under FERPA 

Boston College maintains a large number of records regarding 
its students in the administration of its educational programs, as well 
as its housing, athletics, and extracurricular programs. The University 
also maintains employment and financial records for its own use and to 
comply with state and federal regulations. Boston College is committed 
to protecting the privacy interests of its students and to maintaining 
the confidentiality of student records in accordance with the Family 
Educational Rights and Privacy Act of 1974 (FERPA). 

These rights are as follows: 

• The right to inspect and review the student's education record 
within 45 days of the day the University receives a request for 
access. 

Any student who wishes to inspect and review information con- 
tained in an education record maintained by any office of the 
University may, with proper identification, request access to the 
record from the office responsible for maintaining that record. 
In general, and absent an exception under FERPA, the student is 



The Boston College Graduate Catalog 2012-2013 



13 



About Boston College 



to be granted access to the record as soon as possible and, unless 
the circumstances require the existence of a formal request, an 
oral request may be honored. 

Whenever an office responsible for maintaining education 
records is unable to respond at once, the student may submit to 
the Office of Student Services, dean, academic department head, 
or other appropriate official a written request that identifies the 
record he or she wishes to inspect. The University official is to 
make arrangements for access, and is to notify the student of 
the time and place the record may be inspected. If the record is 
not maintained by the University official to whom the request 
is submitted, that official is to advise the student of the correct 
official to whom the request is to be addressed. 

• The right to request the amendment of the student's education 
record if the student believes that information contained in his 
or her record is inaccurate, misleading or in violation of his or 
her rights of privacy. 

Any student who believes that information contained in his or 
her education record is inaccurate, misleading, or in violation of 
his or her rights of privacy is to write to the University official 
responsible for the record, clearly identifying the part of the 
record he or she wants changed, and specifying why the record 
should be amended. 

If the University concludes that the record should not be amend- 
ed as requested, the University will notify the student, advise the 
student of his or her right to a hearing and provide information 
about the hearing process. 

• The right to consent to the disclosure of personally identifiable 
information contained in the student's education record, except 
to the extent permitted under FERPA. One exception that 
permits disclosure without consent is disclosure to University 
officials with legitimate educational interests, which may include 
employees in administrative, supervisory, academic or research, 
or support staff position (including law enforcement unit per- 
sonnel and health staff); members of the Board of Trustees; and 
students serving on an official committees, such as a disciplinary 
or grievance committees, or assisting another University officials 
in performing their tasks. University officials may also be con- 
tractors, consultants, volunteers or other outside parties to whom 
the University has outsourced institutional services or functions 
that would ordinarily be performed by University employees. 
The University may disclose education records without consent 
to officials of other educational institutions that have requested 
the records and in which a student seeks or intends to enroll 

or is already enrolled so long as the disclosure is for purposes 
related to the student's enrollment or transfer. 

• The right to file a complaint with the U.S. Department of 
Education concerning alleged failures by the University to 
comply with the requirements of FERPA. Written complaints 
may be directed to the Family Policy Compliance Office, 
U.S. Department of Education, 400 JVIaryland Avenue, SW, 
Washington, D.C., 20202-4605. 

Confidentiality of Student Records 

Certain personally identifiable information from a student's edu- 
cation record, designated by Boston College as directory information, 
may be released without the student's prior consent. This information 



includes name; term, home, local, and electronic mail addresses; tele- 
phone listing; date and place of birth; photograph; major field of study; 
enrollment status; grade level; participation in officially recognized 
activities and sports; weight and height of members of athletic teams; 
dates of attendance; school/college of enrollment; anticipated date of 
graduation; degrees and awards received; the most recent previous edu- 
cational agency or institution attended; and other similar information. 
Electronic access to selected directory information is available 
to both the Boston College community and the general public. A 
student who so wishes has the right to prevent the release of all direc- 
tory information including verification of enrollment, or to suppress 
selected directory information in their Agora Portal account under 
"Privacy Preferences." This must be done by the end of the first week 
of enrollment. 

Disclosures to Parents of Students 

When a student reaches the age of 18, or attends a postsecond- 
ary institution regardless of age, FERPA rights transfer to the student. 
Guidelines for the disclosure of information to parents are as follows: 

• Parents may obtain directory information at the discretion of the 
institution. 

• Parents may obtain nondirectory information (e.g., grades, GPA) 
at the discretion of the institution and after it is determined that 
the student is legally dependent on either parent. 

• Parents may also obtain nondirectory information if they have a 
signed consent from the student. 

Consumer Notices and Disclosures 
(HEOA) 

The university provides access to all the annual consumer notices 
and disclosures required by the Higher Education Opportunity Act 
("HEOA"), which reauthorized the Higher Education Act of 1965, at 
the following url: www.bc.edu/offices/evp/noticesanddisclosures.html. 
Each linked disclosure web page explains how to request a paper copy 
of that disclosure. 

• Institutional and Student Information, including information 
regarding the University's academic programs, facilities, faculty, 
academic improvement plans, accreditation, student rights with 
respect to the privacy of student records, transfer of credit poli- 
cies, resources for students with disabilities, the diversity of the 
student body, voter registration, copyright and file-sharing, and 
how to reach the Office of Student Services, which maintains a 
wealth of resources and information for students and prospective 
students; 

• Financial Information, including the cost of attendance, with- 
drawal and refund policies, information regarding financial aid 
programs (including information about eligibility requirements 
and criteria, forms, policies, procedures, standards for maintain- 
ing aid, disbursements and repayment), student employment 
information and exit counseling information, and how to reach 
Office of Financial Aid; 

• Student Outcomes, including information regarding reten- 
tion rates, graduation rates, and placement and education of 
graduates; 

• Vaccination Policy, including the University's policies with 
respect to immunizations required under Massachusetts law; 

• Annual Campus Security and Fire Safety Report, including 
statistics for the previous three years concerning reported crimes 



14 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



that occurred on campus and on public property immediately 
adjacent to and accessible from the campus and fires that 
occurred in on-campus housing facilities, and descriptions of the 
campus safety programs and policies, including information 
regarding safety notification and emergency response procedures, 
missing student notification procedures, campus law enforce- 
ment, sexual assault programs, and fire safety programs; 

• Drug-Free Campus and Workplace Program, including Boston 
College's standards of conduct and legal sanctions with respect 
to the unlawful possession, use and distribution of illegal drugs 
and alcohol by students, faculty, and staff, including sanctions 
with respect to the unlawful possession, use and distribution of 
illegal drugs and alcohol by students, faculty, and staff, some of 
the health risks and consequences of substance abuse, Boston 
College's continuing obligation to provide a drug-free workplace 
under the Drug-Free Workplace Act of 1988, and the obligation 
of all individual federal contract and grant recipients to certify 
that grant activity will be drug-free; and 

• Athletic Program Information, describing how to request a 
report about the University's athletic programs that includes 
participation rates, financial support, and other information on 
men's and women's intercollegiate athletic programs from the 
Office of the Financial Vice President and Treasurer. 

Financial Aid 

Boston College offers a variety of assistance programs to help stu- 
dents finance their education. The Office of Student Services admin- 
isters federal Title IV financial aid programs that include Federal Pell 
Grants, Federal Supplemental Educational Opportunity Grants, Teach 
Grants, Federal Direct Loans (Stafford and PLUS), Federal Perkins 
Loans, and Federal Work-Study, as well as Nursing Loans. 

Financial aid application materials generally become available 
on the Student Services website (www.bc.edu/finaid) each January for 
the following academic year. Students wishing to be considered for 
assistance from federal, state, or institutional sources must complete 
all required forms. 

For more complete information on financial aid at Boston 
College, visit the Student Services website at www.bc.edu/finaid. 
Graduate and professional students should consult their school or 
department for specific policies regarding financial aid. 

General Information 

It is the student's responsibility to know and comply with all 
requirements and regulations of the financial aid programs in which 
they participate. Financial aid awards may be reduced or cancelled 
if the requirements of the award are not met. Students receiving any 
Federal Loans are expected to accept responsibility for the promissory 
note and all other agreements that they sign. Students must comply 
with all Federal Work-Study dates and deadlines. 

All financial aid awards are made under the assumption that the 
student status (full-time, three-quarter-time, or half-time) has not 
changed. Any change in the student's status must be reported, in writ- 
ing, to the Office of Student Services as it can affect the financial aid 
award. 

A student's enrollment in a study abroad program approved for 
credit by the home institution may be considered enrollment at the 
home institution for the purpose of applying for assistance under the 
Title IV, HEOA programs. 



Students receiving Federal Title IV funds are subject to the fol- 
lowing withdrawal/refund process for those funds: The University 
is required to return to the federal aid programs the amount of aid 
received that was in excess of the aid "earned" for the time period the 
student remained enrolled. Students who remain enrolled through at 
least 60% of the payment period (semester) are considered to have 
earned 100% of the aid received. If the University is required to return 
funds to Title IV aid programs, those funds must be returned in the 
following order: Federal Unsubsidized Direct Loans (Stafford), Federal 
Subsidized Direct Loans (Stafford), Federal Perkins Loans, Federal 
Direct PLUS, Federal Pell Grants, Federal Supplemental Educational 
Opportunity Grants, and Federal TEACH Grants. Returning funds to 
these programs could result in a balance coming due to the University 
on the student's account. 

In addition, federal regulations require that schools monitor the 
academic progress of each applicant for federal financial assistance and 
that the school certify that the applicant is making satisfactory aca- 
demic progress toward earning his/her degree. 

Financial aid recipients have the right to appeal their financial aid 
award. However, the student should understand that Boston College 
has already awarded the best financial aid package possible based on 
the information supplied. Therefore, any appeal made should be based 
on new, additional information not already included in the student's 
original application material. An appeal should be made by letter to the 
student's Financial Aid Associate. 

When applying for financial aid, the student has the right to ask 
the following: 

• what the cost of attending is, and what the policies are on 
refunds to students who drop out. 

• what financial assistance is available, including information on 
all federal, state, local, private, and institutional financial aid 
programs. 

• what the procedures and deadlines are for submitting applica- 
tions for each available financial aid program. 

• what criteria the institution uses to select financial aid recipients. 

• how the institution determines financial need. This process 
includes how costs for tuition and fees, room and board, travel, 
books and supplies, personal and miscellaneous expenses, etc., 
are considered in the student's budget. It also includes what 
resources (such as parental contribution, other financial aid, stu- 
dent assets, etc.) are considered in the calculation of need. 

• how much of the student's financial need, as determined by the 
institution, has been met. Students also have the right to request 
an explanation of each type of aid, and the amount of each, in 
their financial aid award package. 

• students receiving loans have the right to know what the inter- 
est rate is, the total amount that must be repaid, the length of 
time given to repay the loan, when repayment must start, and 
any cancellation and deferment provisions that apply. Students 
offered a Work-Study job have the right to know what kind of 
job it is, what hours are expected, what the duties will be, what 
the rate of pay will be, and how and when they will be paid. 

A student also has the responsibility to: 

• pay special attention to his or her application for student 
financial aid, complete it accurately, and submit it on time to 
the right place. Errors can delay the receipt of the financial 
aid package. 



The Boston College Graduate Catalog 2012-2013 



15 



About Boston College 



• provide all additional information requested by either the Office 
of Student Services or the agency to which the application was 
submitted. 

• read and understand all forms he or she is asked to sign, and 
keep copies of them. 

• perform in a satisfactory manner, as determined by the employ- 
er, the work that is agreed upon in accepting a Federal Work- 
Study job. 

• know and comply with the deadlines for applications or reappli- 
cations for financial aid. 

• know and comply with the College's refund procedures. 

• notify the Office of Student Services and the lender of a loan 
(e.g.. Federal Direct Loan (Stafford)) of any change in name, 
address, or school status. 

• complete the Entrance Interview process if he or she is a new 
loan borrower. 

• complete the Exit Interview process prior to withdrawal or 
graduation. 

Notice of Non-Discrimination 

Founded by the Society of Jesus in 1863, Boston College is 
dedicated to intellectual excellence and to its Jesuit, Catholic heritage. 
Boston College recognizes the essential contribution a diverse com- 
munity of students, faculty and staff makes to the advancement of its 
goals and ideals in an atmosphere of respect for one another and for 
the University's mission and heritage. Accordingly, Boston College 
commits itself to maintaining a welcoming environment for all people 
and extends its welcome in particular to those who may be vulnerable 
to discrimination on the basis of their race, color, national origin, sex, 
religion, disability, age, marital or parental status, sexual orientation, 
military status, or other legally protected status. 

Boston College rejects and condemns all forms of harassment, 
wrongful discrimination and disrespect. It has developed procedures to 
respond to incidents of harassment whatever the basis or circumstance. 
Moreover, it is the policy of Boston College, while reserving its lawful 
rights where appropriate to take actions designed to promote the Jesuit, 
Catholic principles that sustain its mission and heritage, to comply 
with all state and federal laws prohibiting discrimination in employ- 
ment and in its educational programs on the basis of a person's race, 
color, national origin, sex, religion, disability, age, marital or parental 
status, genetic information or family medical history, or military status, 
and to comply with state law prohibiting discrimination on the basis of 
a person's sexual orientation. 

To this end, Boston College has designated its Executive Director 
for Institutional Diversity to coordinate its efforts to comply with and 
carry out its responsibilities to prevent discrimination in accordance 
with state and federal laws, including Title VI, Title IX, Section 504 
and the ADA. Any applicant for admission or employment, and all 
students, faculty members and employees, are welcome to raise 
any questions regarding this notice with the Executive Director for 
Institutional Diversity: 

Boston College Office for Institutional Diversity (OID) 

140 Commonwealth Avenue 

Chestnut Hill, MA 02467 

Phone: 617-552-2323 

Email: diversity@bc.edu 

The Executive Director for Institutional Diversity oversees 
the efforts of the following additional Title IX coordinators: (i) 



Student Affairs Title IX Coordinator (for student sexual harassment 
complaints), 260 Maloney Hall, Chestnut Hill, MA 02467, reachable 
at 617-552-3482 or (odair@bc.edu); (ii) University Harassment 
Counselor, reachable via OID (see above contact information); and (iii) 
Athletics Title IX Coordinator, the Senior Women's Administrator, 
310 Conte Forum, Chestnut Hill, MA 02467, reachable at 617-552- 
4801 or (jody.mooradian@bc.edu). 

In addition, any person who believes that an act of unlawful 
discrimination has occurred at Boston College may raise this issue 
with the Assistant Secretary for Civil Rights of the United States 
Department of Education. 

Off-Campus Housing 

The University operates an Off-Campus Housing office located 
in Maloney Hall for the convenience of those seeking referrals for 
off-campus housing. The office maintains updated listings of apart- 
ments and rooms available for rent in areas surrounding the campus. 
Interested students should visit the office Monday through Friday, 9:00 
a.m. to 5:00 p.m. Listings are available on the Residential Life website. 

Tuition and Fees 

Tuition and fees for the Graduate Schools of Management, Arts 
and Sciences, Education, Nursing, Social Work, and School of Theology 
and Ministry are billed on or about July 1 5 and August 1 5 for the fall 
and December 1 5 for the spring. Payment is due by September 1 5 and 
January 1 1 , respectively. All students should be registered by August 1 5 
for the fall and December 1 5 for the spring. 

The tuition in the Law School is due semi-annually by August 10 
and by December 10. 

There is a $150 late payment fee for payments received after the 
due dates listed above. In severe cases, students whose accounts are not 
resolved by the due dates may be withdrawn from the University. 

Tuition in the Woods College of Advancing Studies is due upon 
registration. All billing statements are sent electronically. Visit www. 
bc.edu/mybill for more information. 

Graduate Tuition 

Graduate School of Arts and Sciences** 

Tuition per credit hour: 1,292 

Auditor's fee*** — per credit hour: 646 

Lynch School of Education, Graduate Programs** 

Tuition per credit hour: 1,166 

Auditor's fee*** — per credit hour: 583 

Carroll School of Management, Graduate Programs** 

Tuition per credit hour: 1,372 

Auditor's fee*** — per credit hour: 686 

Connell School of Nursing, Graduate Programs** 

Tuition per credit hour: 1,120 

Auditor's fee*** — per credit hour: 560 

Graduate School of Social Work** 

Tuition per credit hour: 992 

Auditor's fee*** — per credit hour: 496 

Law School** 

Tuition per semester: 21,585 

Tuition per credit hour (AY): 1,881 

Tuition per credit hour (Summer): 1,660 

School of Theology and Ministry** 

Tuition per credit hour: 882 

Auditor's fee*** — per credit hour: 441 

The Boston College Graduate Catalog 2012-2013 



16 



About Boston College 



Summer tuition per credit liour: 694 

Summer auditor's fee*** — per credit hour: 347 

Woods Graduate College of Advancing Studies 

Tuition per credit liour: 686 

Summer Session** 

Tuition per credit hour: 686 

Auditor's fee*** — per credit hour: 343 

**Students cross-registering in graduate programs pay tuition rates 

of the school in which they are enrolled. 

***Audits are considered fees and are not refundable. Students 

changing from credit to audit receive no refund. 

Graduate General Fees* 
Acceptance Deposit 

Lynch School of Education, Graduate Programs: 275 

Connell School of Nursing, Graduate Programs: 400 

Carroll School of Management, 

Graduate Programs — part-time: 200 

Carroll School of Management, 

Graduate Programs — full-time: 1,500 

Law School— J.D. Program***: 500 

Law School — LL.M. Program: 500 

Graduate School of Social Work 200 

***lnitial deposit due by April 15 with an additional $500 due 

by June 1. 

Activity Fee — Per Semester*** 

(GSAS; LSOE, Graduate Programs; CSON, Graduate Programs; 

GSSW; STM) 

7 credits or more per semester: 45 

Fewer than 7 credits per semester: 30 

Activity Fee — Per Semester*** 

(CSOM, Graduate Programs) 

7 credits or more per semester: 55 

Fewer than 7 credits per semester: 30 

Activity Fee (Law School) 136 

Application Fee (Non-Refundable) 

Graduate School of Arts and Sciences: 70 

Lynch School of Education, Graduate Programs: 65 

Carroll School of Management, Graduate Programs: 100 

Connell School of Nursing, Graduate Programs: 50 

Graduate School of Social Work: 40 

Law School: 75 

School of Theology and Ministry: 70 

Doctoral Comprehensive/Continuation Fee (Ph.D. Candidate) and 

Master's Thesis Direction (Per Semester) 

Graduate School of Arts and Sciences: 1,242 

Lynch School of Education, Graduate Programs: 1,122 

Carroll School of Management, Graduate Programs: 1,320 

Connell School of Nursing, Graduate Programs: 1,092 

Graduate School of Social Work: 972 

Interim Study: 30 

Laboratory Fee (Per Semester): up to 930 

Late Payment Fee: 150 

Massachusetts Medical Insurance (Per Year): 2,108 

(966 fall semester; 1,142 spring semester) 

Microfilm and Binding 

Doctoral Dissertation: 125 

Master's Thesis: 90 



Copyright Fee (Optional): 45 

Student Identification Card: 30 

(mandatory for all new students) 

*A11 fees are proposed and subject to change. 

***Students who are in off-campus satellite programs in the 
School of Social Work are exempt from the activity fee. 

Collection Cost and Fees: The student is responsible for any col- 
lection costs should his or her account be turned over to a collection 
agency as well as any court costs or fees should the account be turned 
over to an attorney. 

The Trustees of Boston College reserve the right to change the 
tuition rates and to make additional charges within the University 
whenever such action is deemed necessary. 

Massachusetts Medical Insurance 

In accordance with the Commonwealth of Massachusetts' law 
and the policies of Boston College, all students who are registered in 
a degree program and all international students will automatically be 
charged by Boston College for medical insurance. 

Non-degree students who are registered at least 75 percent of the 
full-time credit load (see chart below) will also be charged unless waiver 
information is submitted. Failure to maintain these credit levels will 
result in the termination of the medical insurance. It is the student's 
responsibility to monitor their eligibility status. 

• Graduate Woods College of Advancing Studies — 7 or more 

• Graduate Arts and Sciences — 7 or more 

• Graduate Education — 7 or more 

• Graduate Management — 7 or more 

• Graduate Nursing — 7 or more 

• Graduate Social Work — 7 or more 

• Law School — 12 or more 

• School of Theology and Ministry — 7 or more 

Boston College will offer all students who are required to enroll in 
the BC insurance plan the option of participating in the plan offered 
at the University or submitting a waiver if they have other comparable 
insurance. The details of the University's insurance plan are available 
at www.bc.edu/medinsurance. 

Students may waive the BC insurance plan by completing the 
electronic waiver form through their Agora Portal at portal.bc.edu. 
Students under the age of 18 are required to submit a written waiver 
form with the signature of their parent/guardian. This form is available 
for download at www.bc.edu/ssforms. The waiver must be completed 
and submitted by September 14, 2012, for the fall semester and by 
January 25, 2013, for spring semester. Students who do not complete 
a waiver by the due dates will be enrolled and billed for the BC plan. 

Returned Checks 

Returned checks will be fined in the following manner: 

• First three checks returned: $25 per check 

• All additional checks: $40 per check 

• Any check in excess of $2,000: $65 per check 

Withdrawals and Refunds 

Fees are not refundable. 

Tuition is cancelled subject to the following conditions: 

• Notice of withdrawal must be made in writing to the dean of the 
student's school. 

• The date of receipt of written notice of withdrawal by the 
Dean's Office determines the amount of tuition cancelled. 



The Boston College Graduate Catalog 2012-2013 



17 



About Boston College 



The cancellation schedule that follows will apply to students with- 
drawing voluntarily, as well as to students who are dismissed from the 
University for academic or disciplinary reasons. 

Graduate Refund Schedule (Excluding Law) 

Graduate students (except Law students) withdrawing by the fol- 
lowing dates will receive the tuition refund indicated below. 
First Semester 

• by Sept. 12, 2012: 100% of tuition charged is cancelled 

• by Sept. 14, 2012: 80% of tuition charged is cancelled 

• by Sept. 21, 2012: 60% of tuition charged is cancelled 

• by Sept. 28, 2012: 40% of tuition charged is cancelled 

• by Oct. 5, 2012: 20% of tuition charged is cancelled 
Second Semester 

• by Jan. 23, 2013: 100% of tuition charged is cancelled 

• by Jan. 25, 2013: 80% of tuition charged is cancelled 

• by Feb. 1, 2013: 60% of tuition charged is cancelled 

• by Feb. 8, 2013: 40% of tuition charged is cancelled 

• by Feb. 15, 2013: 20% of tuition charged is cancelled 
No cancellations are made after the fifth week of classes. 

Law Refund Schedule 

Law students are subject to the refund schedule outlined below. 
First Semester 

• by Aug. 24, 2012: 100% of tuition charged is cancelled 

• by Sept. 7, 2012: 80% of tuition charged is cancelled 

• by Sept. 14, 2012: 60% of tuition charged is cancelled 

• by Sept. 21, 2012: 40% of tuition charged is cancelled 

• by Sept. 28, 2012: 20% of tuition charged is cancelled 
Second Semester 

• by Jan. 4, 2013: 100% of tuition charged is cancelled 

• by Jan. 18, 2013: 80% of tuition charged is cancelled 

• by Jan. 25, 2013: 60% of tuition charged is cancelled 

• by Feb. 1, 2013: 40% of tuition charged is cancelled 

• by Feb. 8, 2013: 20% of tuition charged is cancelled 

Summer Sessions Refund Schedule: All Schools 

By the second day of class, 100% of tuition charged is cancelled. 
No cancellation of tuition is made after the second day of class. 

Federal Regulations Governing Refunds 

If a student does not wish to leave any resulting credit balance on 
his or her account for subsequent use, he or she should request a refund 
through his/her Agora Portal account at portal.bc.edu. If a student has 
a credit balance as a result of Federal Aid and he or she does not request 
a refund, the University will, within two weeks, send the credit balance 
to his/her local address. 

Federal regulations establish procedural guidelines applicable to 
the treatment of refunds whenever the student has been the recipient 
of financial assistance through any program authorized under Title IV 
of the Higher Education Act of 1965. These guidelines pertain to the 
Federal Perkins Loan, the Federal Pell Grant, the Federal Supplemental 
Educational Opportunity Grant, the Federal College Work-Study, 
and the Federal Stafford and PLUS Loan. In such cases, the regula- 
tions require that a portion of any refund be returned according to 
federal guidelines. Further, if a student withdraws, the institution must 
determine if any cash disbursement of Title IV funds, made directly to 
the student by the institution for non-instructional purposes, is an 



overpayment that must be repaid to the Title IV program. University 
policy developed to comply with the regulations at Boston College will 
be available upon request from the Office of Student Services. 

National Student Clearinghouse 

Boston College is a member of the National Student Clearinghouse. 
The National Student Clearinghouse is responsible for the processing 
of Student Loan Deferment forms for Direct Subsidized and Direct 
Unsubsidized, PLUS, and Perkins loans. 

Student deferment forms will be sent to the Clearinghouse by the 
Office of Student Services. Students wishing to defer their loans should 
request a deferment form from their lender, fill out the student portion, 
list the semester for which they are deferring, and then turn it into the 
Office of Student Services in Lyons Hall. 

Boston College has also authorized the National Student 
Clearinghouse to provide degree and enrollment verifications. 

Contact the Clearinghouse at 703-742-4200 with questions. 
They are on the web at www.studentclearinghouse.org. 

Boston College Graduate Degree Programs 

Graduate School of Arts and Sciences 

Biology: M.S.T., Ph.D. 

Chemistry:* M.S., M.S.T., Ph.D. 

Classics: M.A. 

Economics: M.A, Ph.D. 

English: M.A., M.A.T., Ph.D. 

French: M.A., M.A.T. 

Geology: M.S., M.S.T. 

Geophysics: M.S., M.S.T. 

Greek: M.A. 

Hispanic Studies: M.A. 

History: M.A., M.A.T., Ph.D. 

Irish Literature and Culture: English, M.A. 

ItaUan: M.A., M.A.T. 

Latin: M.A. 

Latin and Classical Humanities: M.A.T. 

Linguistics: M.A., M.A.T. 

Mathematics: M.A., M.S.T., Ph.D. 

Philosophy: M.A., Ph.D. 

Physics:* M.S., M.S.T., Ph.D. 

Political Science: M.A., Ph.D. 

Psychology: M.A, Ph.D. 

Russian: M.A., M.A.T. 

Slavic Studies: M.A., M.A.T. 

Sociology: M.A., Ph.D. 

Spanish: M.A.T. 

Theology: Ph.D. 

*Ph.D. programs in accordance with departmental policy may 

grant Master's degrees. 

Fifth Year Programs — Graduate School of Arts and Sciences 

Linguistics: B.A./M.A. 
Philosophy: B.A./M.A. 
Psychology: B.A./M.A. 
Psychology/Social Work: B.A./M.S.W. 
(B.A. Psychology majors only) 
Russian: B.A./M.A. 
Slavic Studies: B.A./M.A. 



18 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Sociology: B.A./M.A. 
Sociology/Social Work: B.A./M.S.W. 
Theology: B.A./M.A. 
Theology/Pastoral Ministry: B.A./M.A. 
Theology/Religious Education: B.A./M.Ed. 

Dual Degree Programs — Graduate School of Arts and Sciences 

Biology/Management: M.S./M.B.A. 
French/Management: M.A./M.B.A. 
Geology/Management: M.S./M.B.A. 
Geophysics/Management: M.S./M.B.A. 
Hispanic Studies/Management: M.A./M.B.A. 
Italian/Management: M.A./M.B.A. 
Linguistics/Management: M.A./M.B.A. 
Mathematics/Management: M.A./M.B.A. 
Philosophy: M.A./J.D., Ph.D./J.D. 
Political Science/Management: M.A./M.B.A. 
Russian/Management: M.A./M.B.A. 
Slavic and Eastern Languages and Literatures: M.A./J.D. 
Slavic Studies/Management: M. B.A./M.A. 
Sociology/Management: M.A./M.B.A., Ph.D./M.B.A. 

School of Theology and Ministry 

Theology and Ministry: M.Div., M.A., M.T.S., Th.M. 
Sacred Theology: S.T.B., S.T.L., S.T.D. 
Religious Education: M.Ed., C.A.E.S. 
Theology and Education: Ph.D. 

Fifth Year Programs — School of Theology and Ministry 

Theology: B.A/M.T.S. 

Theology and Ministry: B.A./M.A. 

Dual Degree Programs — School of Theology and Ministry 

Pastoral Ministry/Counseling Psychology: M.A./M.A. 
Pastoral Ministry/Nursing: M.A./M.S. 
Pastoral Ministry/Social Work: M.A./M.S.W. 
Pastoral Ministry/Business Administration: M.A./M.B.A. 

Joint Degree Programs — School of Theology and Ministry 

Catholic Educational Leadership: 

M.Ed, in Religious Education, Catholic School Leadership 

concentration (with LSOE) 

M.A in Higher Education, Catholic University Leadership 

concentration (with LSOE) 

M.Ed. Educational Administration and Catholic School 

Leadership (with LSOE) 

Lynch School of Education, Graduate Programs 

Applied Developmental and Educational Psychology: M.A., 

Ph.D. 

Educational Leadership: M.Ed., C.A.E.S., Ed.D. 

Counseling Psychology: M.A., Ph.D. 

Curriculum and Instruction: M.Ed., C.A.E.S., Ph.D. 

Early Childhood Education: M.Ed. 

Educational Research, Measurement and Evaluation: M.Ed., 

Ph.D. 

Elementary Education: M.Ed. 



Higher Education: M.A., Ph.D. 

Professional Licensure in English, History, Earth Science 

Biology, Mathematics, Elementary Education, and Reading: 

M.A.T., M.S.T. 

Reading/Literacy Teaching: M.Ed., C.A.E.S. 

Secondary Education: M.Ed., M.A.T., M.S.T. 

Special Education (Moderate Special Needs, Grades Pre-K-9 and 

Grades 5-12): M.Ed., C.A.E.S. 

Special Education (Students with Severe Special Needs): M.Ed., 

C.A.E.S. 

Fifth Year Programs — Lynch School of Education, 
Graduate Programs 

Applied Developmental and Educational Psychology: B.A./M.A. 

Curriculum and Instruction: B.A./M.Ed. 

Early Childhood Education: B.A./M.Ed. 

Educational Research, Measurement and Evaluation: B.A./M.Ed. 

Elementary Education: B.A./M.Ed. 

Higher Education: B.A./M.Ed. 

Moderate Special Needs: B.A./M.Ed. 

Secondary Education: B.A./M.Ed. 

Severe Special Needs: B.A./M.Ed. 

Dual Degree Programs — Lynch School of Education, 
Graduate Programs 

Counseling/Pastoral Ministry: M.A./M.A. 
Curriculum and Instruction/Law: M.Ed./J.D. 
Higher Education/Law: M.A./J.D. 
Higher Education/Management: M.A./M.B.A. 

Early Admit Programs — Lynch School of Education, 
Graduate Programs 

Mental Health Counseling: B.A./M.A. 
School Counseling: B.A./M.A. 

Law School 

Law: J.D. 
Law: LL.M. 

Dual Degree Programs — Law School 

Law/Education: J.D./M.Ed., J.D./M.A 
Law/Management: J.D./M.B.A. 
Law/Philosophy: J.D./M.A, J.D./Ph.D. 
Law/Social Work: J.D./M.S.W. 

Carroll School of Management, Graduate Programs 

Accounting: M.S. 

Business Administration: M.B.A. 

Finance: M.S., Ph.D. 

Management and Organization: Ph.D. 

Dual Degree Programs — Carroll School of Management, 
Graduate Programs 

Accounting: M.B.A./M.S. 
Finance: M.B.A./M.S. 
Management/French: M.B.A./M.A. 
Management/Geology and Geophysics: M.B.A./M.S. 



The Boston College Graduate Catalog 2012-2013 



19 



About Boston College 



Management/Higher Education: M.B.A./M.A. 
Management/Hispanic Studies: M.B.A./M.A. 
Management/Italian: M.B.A./M.A. 
Management/Law: M.B.A./J.D. 
Management/Linguistics: M.B.A./M.A. 
Management/Mathematics : M . B .A. /M .A. 
Management/Nursing: M.B.A./M.S. 
Management/Pastoral Ministry: M.B.A./M.A. 
Management/Political Science: M.B.A./M.A. 
Management/Russian: M.B.A./M.A. 
Management/Slavic Studies: M.B.A./M.A. 
Management/Social Work: M.B.A./M.S.W. 
Management/Sociology: M. B. A./M .A. /Ph. D . 
Management/Urban & Environmental Policy and Planning: 
M.B.A/M.A.U.E.P.P. (in conjunction with Tufts University) 

Connell School of Nursing, Graduate Programs 

Nursing: B.S./M.S., M.S., Ph.D. 

Dual Degree Programs — Connell School of Nursing, 
Graduate Programs 

Nursing/Management: M.S./M.B.A. 
Nursing/Pastoral Ministry: M.S./M.A. 

Graduate School of Social Work 

Social Work: M.S.W., Ph.D., M.S.W./Ph.D. 

Fifth Year Programs — Graduate School of Social Work 

Social Work/ Applied Psychology and Human Development: 

B.A./M.S.W. 

Social Work/Psychology: B.A./M.S.W. 

Social Work/Sociology: B.A./M.S.W. 

Dual Degree Programs — Graduate School of Social Work 

Social Work/Law: M.S.W./J.D. 

Social Work/Management: M.S.W./M.B.A. 

Social Work/Pastoral Ministry: M.S.W./M.A. 

Woods Graduate College of Advancing Studies 

Administrative Studies: M.S. 



20 The Boston College Graduate Catalog 2012-2013 



Policies and Procedures 



Academic Integrity 

Policy and Procedures 

The pursuit of knowledge can proceed only when scholars take 
responsibility and receive credit for their work. Recognition of individ- 
ual contributions to knowledge and of the intellectual property of others 
builds trust within the University and encourages the sharing of ideas 
that is essential to scholarship. Similarly, the educational process requires 
that individuals present their own ideas and insights for evaluation, 
critique, and eventual reformulation. Presentation of others' work as 
one's own is not only intellectual dishonesty, but it also undermines 
the educational process. 

Standards 

Academic integrity is violated by any dishonest act which is 
committed in an academic context including, but not restricted to the 
following: 

Cheating is the fraudulent or dishonest presentation of work. 
Cheating includes but is not limited to: 

• the use or attempted use of unauthorized aids in examinations or 
other academic exercises submitted for evaluation; 

• fabrication, falsification, or misrepresentation of data, results, 
sources for papers or reports, or in clinical practice, as in report- 
ing experiments, measurements, statistical analyses, tests, or 
other studies never performed; manipulating or altering data or 
other manifestations of research to achieve a desired result; selec- 
tive reporting, including the deliberate suppression of conflicting 
or unwanted data; 

• falsification of papers, official records, or reports; 

• copying from another student's work; 

• actions that destroy or alter the work of another student; 

• unauthorized cooperation in completing assignments or during 
an examination; 

• the use of purchased essays or term papers, or of purchased 
preparatory research for such papers; 

• submission of the same written work in more than one course 
without prior written approval from the instructors involved; 

• dishonesty in requests for make-up exams, for extensions of 
deadlines for submitting papers, and in any other matter relating 
to a course. 

Plagiarism is the act of taking the words, ideas, data, illustrations, 
or statements of another person or source, and presenting them as one's 
own. Each student is responsible for learning and using proper methods 
of paraphrasing and footnoting, quotation, and other forms of citation, 
to ensure that the original author, speaker, illustrator, or source of the 
material used is clearly acknowledged. 

Other breaches of academic integrity include: 

• the misrepresentation of one's own or another's identity for 
academic purposes; 

• the misrepresentation of material facts or circumstances in 
relation to examinations, papers, or other evaluative activities; 

• the sale of papers, essays, or research for fraudulent use; 

• the alteration or falsification of official University records; 

• the unauthorized use of University academic facilities or 
equipment, including computer accounts and files; 

• the unauthorized recording, sale, purchase, or use of academic 
lectures, academic computer software, or other instructional 
materials; 



• the expropriation or abuse of ideas and preliminary data 
obtained during the process of editorial or peer review of work 
submitted to journals, or in proposals for funding by agency 
panels or by internal University committees; 

• the expropriation and/or inappropriate dissemination of person- 
ally-identifying human subject data; 

• the unauthorized removal, mutilation, or deliberate concealment 
of materials in University libraries, media, or academic resource 
centers. 

Collusion is defined as assistance or an attempt to assist another 
student in an act of academic dishonesty. Collusion is distinct from 
collaborative learning, which may be a valuable component of students' 
scholarly development. Acceptable levels of collaboration vary in differ- 
ent courses, and students are expected to consult with their instructor 
if they are uncertain whether their cooperative activities are acceptable. 

Promoting Academic Integrity: Roles of Community 
Members 

Student Roles in Maintaining Academic Integrity 

Graduate and professional students have a responsibility to main- 
tain high standards of academic integrity in their own work, and 
thereby to maintain the integrity of their degree. It is their responsibility 
to be familiar with, and understand, the University policy on academic 
integrity. 

Students who become aware of a violation of academic integrity 
by a fellow student should respond in one of the following ways: 

• Students may discuss their concerns with the student whom they 
suspect of a violation. Direct contact by another student may be 
the best means of resolving the problem. Repeated demonstra- 
tion of student concern for academic integrity will in the long 
run build a peer-regulated community. 

• If the incident is a major violation or part of a repeated pattern 
of violations, students should bring their concerns to the 
attention of the instructor or to the appropriate department 
chairperson or associate dean. Suspected violations by students 
reported to members of the faculty or to an associate dean will 
be handled according to the procedures set forth below. 
Students who have serious concern that a faculty member is not 

living up to his or her responsibility to safeguard and promote academic 
integrity should speak with the faculty member directly, or should 
bring their concern to the attention of the department chairperson or 
associate dean. 

Faculty Roles in Fostering Academic Integrity 

Faculty members should provide students with a positive envi- 
ronment for learning and intellectual growth and, by their words and 
actions, promote conditions that foster academic integrity. 

Faculty should be concerned about the impact of their behavior on 
students. Students are sensitive to messages communicated in informal 
discussions and in casual faculty remarks about personal decisions and 
value judgments. Students are perhaps most sensitive to how responsibly 
faculty members fulfill their obligations to them in the careful prepara- 
tion of classes, in the serious evaluation of student achievement, and in 
their genuine interest in and availability to students. 

Faculty should promote academic integrity in the following specific 
ways: 

• At the beginning of each course, instructors should discuss aca- 
demic integrity in order to promote an ongoing dialogue about 



The Boston College Graduate Catalog 2012-2013 



21 



Policies and Procedures 



academic integrity and to set the tone and establish guidelines 
for academic integrity within the context of the course, e.g., the 
extent to which collaborative work is appropriate. 

• Instructors should discuss why, when, and how students must 
cite sources in their written work. 

• Instructors should provide students with a written syllabus or 
other documents prepared for the academic experience that 
states course requirements and, when available, examination 
dates and times. 

• Instructors are encouraged to prepare new examinations and 
assignments where appropriate each semester in order to ensure 
that no student obtains an unfair advantage over his or her class- 
mates by reviewing exams or assignments from prior semesters. 
If previous examinations are available to some students, faculty 
members should insure that all students in the course have simi- 
lar access. Course examinations should be designed to minimize 
the possibility of cheating, and course paper assignments should 
be designed to minimize the possibility of plagiarism. 

• Proctors should be present at all examinations, including the 
final examination, and should provide students with an environ- 
ment that encourages honesty and prevents dishonesty. 

• Faculty should be careful to respect students' intellectual prop- 
erty and the confidentiality of student academic information. 

• Assignment of grades, which is the sole responsibility of the 
instructor, should be awarded in a manner fair to all students. 

Academic Deans 

The academic deans have overall responsibility for academic 
integrity within their schools which includes the following: 

• promoting an environment where academic integrity is a priority 
for both students and faculty, 

• ensuring that students who are honest are not placed at an unfair 
disadvantage, and 

• establishing procedures to adjudicate charges of academic 
dishonesty and to protect the rights of all parties. 

Procedures 

Graduate and professional students should refer to the Lynch 
School Grievance Policy for the process that is used in adjudicating 
alleged violations of academic integrity (http://www.bc.edu/content/ 
bc/schools/lsoe/resources/policies/grievance.html). Penalties for stu- 
dents found responsible for violations may depend upon the serious- 
ness and circumstances of the violation, the degree of premeditation 
involved, and/or the student's previous record of violations. Appeal of 
decision may be made to the Lynch School Dean whose decision will 
be final. 

Academic Regulations 

University-wide academic regulations that pertain to all graduate 
and professional students are presented below. Students are expected to 
become familiar with the regulations that are specific to their school. 

To learn about the Lynch School academic regulations, please 
refer to the following sites: 

Master's Policies: www.bc.edu/content/bc/schools/lsoe/ 

academics/Graduate/masters_policies.html 

Ph.D. Policies: www.bc.edu/content/bc/schools/lsoe/ 

academics/Graduate/phd_policies.html 

Academic Regulations are effective from September of the current 
academic year (2012—2013) except where a different date is explicitly 



stated. If there have been changes in the Academic Regulations since 
a readmitted student was last enrolled, the Academic Regulations in 
effect at the time of the student's readmission will apply unless the dean 
or designee decide differently. 

Academic Grievances 

Any graduate or professional student who believes he or she has 
been treated unfairly in academic matters should consult with the 
faculty member and/or the Associate Dean of Students to discuss the 
situation and to obtain information about relevant grievance policies 
and procedures. Please refer to the Lynch School Grievance Policy 
for specific policies and procedures: http://www.bc.edu/content/bc/ 
schools/lsoe/resources/policies/grievance.html. 

Academic Record 

A record of each graduate or professional student's academic work 
is prepared and maintained permanently by the Office of Student 
Services. Student academic records are sealed at the time the degree is 
conferred. After this date changes may not be made, with the exception 
of errors or omissions. 

Attendance 

Graduate and professional students are expected to meet course 
requirements in classes, internships, and practica as specified in the 
syllabus or document prepared explicitly for the academic experience. 
A student who is absent repeatedly from these academic experiences 
will be evaluated by the responsible faculty member and/or designated 
supervisor(s) to ascertain the student's ability to continue in the course 
and to achieve course objectives. 

Professors may include, as part of the semester's grades, marks for 
the quality and quantity of the student's participation in the course. 

Professors will announce, reasonably well in advance, tests, exami- 
nations and other forms of assessment based on the material covered in 
the course, as well as other assigned material. A student who is absent 
from a course is responsible for obtaining knowledge of what happened 
in the course, especially information about announced tests, papers, or 
other assignments. 

A student who is absent from a course on the day of a previously 
announced examination, including the final examination, is not enti- 
tled, as a matter of right, to make up what was missed. The professor 
involved is free to decide whether a makeup will be allowed. 

In cases of prolonged absence the student or his or her representa- 
tive should communicate with the student's graduate associate dean as 
soon as the prospect of extended absence becomes clear. The academic 
arrangements for the student's return to the course should be made 
with the Graduate Associate Dean's Office as soon as the student's 
health and other circumstances permit. 

Absences for Religious Reasons 

Any graduate or professional student who is unable, because of 
his or her religious beliefs, to attend classes, internships, or practica, 
or to participate in any examination, study, or work requirement on 
a particular day shall be excused from any such examination, or study 
or work requirement, and shall be provided with an opportunity to 
makeup such examination, study or work requirement that may have 
been missed because of such absence on any particular day. However, 
students should notify professors and supervisors at the end of the first 
course meeting or at least two weeks in advance of any such planned 
observances, and such makeup examination or work shall not create an 



22 



The Boston College Graduate Catalog 2012-2013 



Policies and Procedures 



unreasonable burden upon the University. No fees will be charged and 
no adverse or prejudicial effects shall result to any student who is absent 
for religious reasons. 

Audits 

Lynch School of Education students must consult the Office of 
Graduate Admission, Financial Aid and Student Services before they 
can audit a course. An audited course cannot count toward the degree 
requirements. After the drop/add period, graduate students who wish 
to change a course from credit to audit or audit to credit must go to 
the Office of Graduate Admission, Financial Aid and Student Services. 

Comprehensive Examination or Qualifying Papers: 

Doctoral Students 

Registration for the Comprehensive Examination 

Students not taking another Boston College course for credit in 
the semester in which they will be taking the comprehensive exam 
must also register for ED/PY 998 Doctoral Comprehensives for that 
semester. Students who are registered for a Boston College course for 
credit in the semester in which they are taking the exam still must 
complete this form but need not register for ED/PY 998 Doctoral 
Comprehensives. Specific requirements for the exam are set by the 
program faculty, and students should make inquiries regarding format, 
length, and scheduling of the exam to the appropriate program faculty. 

Grades assigned to Comprehensive examinations are: Pass with 
Distinction (PWD), Pass (P), and Fail (F). A student who fails 
the Ph.D. Comprehensive examination may take it once again, no 
sooner than the following semester, and at a time designated by the 
Department. Students should confirm with their Department Chair 
about the timing of a second administration of the Comprehensive 
Examination. In the case of a second failure, no further attempt is 
allowed. 

Following oral and/or written components of the exam, the Chair 
of the comprehensive committee submits an official ballot, graded and 
signed by each member, to the Department Chair. Students are then 
officially notified of the results by the Department Office. Once the 
student has passed the comprehensive exams, the Department Office 
will send a letter officially recognizing his or her admission to candidacy. 

Comprehensive Examination: Master's Students 

Registration for the Comprehensive Examination 

Students who have completed most of their coursework or are in 
the final semester of coursework should sit for the master's comprehen- 
sive examination. All students must have completed any "Incompletes" 
and have filed an approved copy of their Program of Study before regis- 
tering for the comprehensive exam. Specific requirements for the exam 
are set by the program faculty, and students should make inquiries 
regarding format, length, and scheduling of the exam to the appropri- 
ate program faculty. Registration for comprehensive examinations will 
take place directly with the Office of Graduate Admission, Financial 
Aid and Student Services. Questions on the nature and the exact date 
of examinations should be directed to the department office. 

The following grading scale is used: Pass with Distinction (PWD), 
Pass (P) , and Fail (F) . A candidate who fails the Master's Comprehensive 
Examination may take it only one more time. Students must register for 
ED/PY 888 in order to take the Master's Comprehensive Examination, 
but no credit is granted for the Comprehensive Examination and the 
student's account is not charged. 



Continuation: Doctoral Candidacy 

Graduate and professional students who have completed all 
required coursework and who have successfully completed the com- 
prehensive examination or the oral defense of a publishable paper are 
admitted to doctoral candidacy. Doctoral candidates are required to 
register and pay for Doctoral Continuation (999) during each semester 
of their candidacy or its equivalent. 

Cross Registration 

Boston Theological Institute 

The Boston Theological Institute (BTI), a consortium of theol- 
ogy faculty primarily in the Boston-Newton-Cambridge area, has as its 
constituent members the following institutions. 

• Andover Newton School of Theology 

• Boston College's Department of Theology 

• Boston College's School of Theology and Ministry 

• Boston University School of Theology 

• Episcopal Divinity School 

• Gordon-Conwell Theological Seminary 

• Harvard Divinity School 

• Holy Cross Greek Orthodox Seminary 

• St. John's Seminary 

Lynch School graduate students should contact BTI to deter- 
mine their eligibility for cross-registration. 

The Consortium 

Boston College is part of a consortium that includes Boston 
University, Brandeis University, and Tufts University. 
Graduate Students (Master's and Doctoral) 

Graduate students in the Lynch School may cross register for one 
elective course each semester at Boston University, Brandeis University, 
Hebrew College, Pine Manor College, or Tufts University if a similar 
course is not available at Boston College. Students should contact 
their Program Directors to review the department's special rules and 
regulations. 

Cross registration materials are available in Lyons Hall. 

NB: Courses taken within the Boston-area Consortium during 
fall or spring semester are not considered transfer courses, since stu- 
dents register for these courses through Boston College. However, all 
summer courses taken outside of Boston College (including summer 
courses taken within the Consortium) are considered transfer credits 
and count towards the limit of 6 transfer credits per degree. Students 
must complete a Graduate Transfer Request Form in order to receive 
transfer credit. 

Graduate Consortium in Women's Studies 

The Graduate Consortium in Women's Studies (GCWS) at MIT 
(formerly housed at the Radcliffe Institute for Advanced Study at 
Harvard University) is an inter-institutional enterprise established to 
advance the field of women's studies and enlarge the scope of graduate 
education through new models of team teaching and interdisciplinary 
study. 

Eligible graduate and professional students enrolled in degree 
programs during the academic year may apply to participate in the 
Graduate Consortium in Women's Studies, an inter-institutional enter- 
prise established to advance the field of women's studies and enlarge 
the scope of graduate education through new models of team teach- 
ing and interdisciplinary study. Faculty and students are drawn from 
nine member schools: Boston College, Boston University, Brandeis 



The Boston College Graduate Catalog 2012-2013 



23 



Policies and Procedures 



University, Harvard University, MIT, Northeastern, Simmons, Tufts, 
and UMass Boston. The Consortium offers graduate courses for credit 
that are open to all students at participating institutions. 

Eligible students need to obtain permission from their Department 
Chair or Associate Dean. Registration forms will be mailed from the 
Consortium to accepted students. 
Master's and Doctoral Students 

Fall/spring only; not available in summer 

Graduate students enrolled in degree programs at Boston College 
may with the permission of their department apply to MIT to par- 
ticipate in this program. Course registration forms will be mailed to 
accepted students. 

Please consult the Graduate Consortium in Women's Studies 
website for courses and procedures for registering and credit. Students 
should also complete the cross registration form available in Lyons Hall 
in order to receive course credit from Boston College. Courses taken 
within the Graduate Consortium in Women's Studies during fall or 
spring semester are not considered transfer courses, since students reg- 
ister for these courses through Boston College. 

NB: All summer courses taken outside of Boston College (includ- 
ing summer courses taken within the Consortium) are considered 
transfer credits and count towards the limit of 6 transfer credits per 
degree. Students must complete a Graduate Transfer Request Form in 
order to receive transfer credit. 

Enrollment Status 

Full-Time Enrollment Status 
Graduate Students (Master's and Doctoral) 

In the Lynch School of Education, all students enrolled in 9 or 
more credits per semester (6 or more credits in summer) are consid- 
ered full-time. Students completing degree requirements in their final 
semester may be given exceptions to the school minimum credit stan- 
dard for full-time status by their academic dean. During the academic 
year, all students are considered half-time with six credits. However, 
Graduate students registered for less than a full-time course load may 
be considered full-time if they are Graduate Assistants for academic 
departments. Teaching Fellows, or Research Assistants. Graduate 
students are also considered full-time if they are enrolled in a full- 
time Student Teaching Practicum or Internship. Graduate students 
registered for Interim Study or Dissertation Direction are considered 
full-time. Graduate students in the Lynch School of Education are full- 
time if they are enrolled in of the following courses: ED 420, ED 610, 
ED 620, ED 622, ED 623, ED 652, ED 830, ED 885, ED 888, 
ED 936, ED 941, ED 950, ED 951, ED 975, ED 977, ED 988, 
ED 998, ED 999, PY 643, PY 644, PY 646, PY 649, PY 650, PY 746, 
PY 846, PY 849, PY 885, PY 888, PY 941, PY 988, PY 998, PY 999. 

The credit amounts listed above are used to determine a student's 
enrollment status for loan deferments, immunizations, medical insur- 
ance requirements, and verifications requested by other organizations. 

Final Examinations 

For graduate level courses that have final examinations, professors 
may use the University's final examination schedule, which is public 
and set before classes begin, or they may set the day and time of their 
final examination in the syllabus or document prepared explicitly for 
the academic experience. All students are responsible for knowing 
when their final examinations will take place and for taking examina- 
tions at the scheduled time. Students who miss a final examination are 



not entitled, as a matter of right, to a makeup examination except for 
serious illness and/or family emergency. Students who are not able to 
take a final examination during its scheduled time should contact the 
Associate Dean of Students preferably prior to the examination date, to 
inform him/her of their situation and to make alternative arrangements 
if granted permission to do so. 

Foreign Language Requirement 

The Lynch School has no foreign language requirement for graduate 
students. 

Grading 

In each graduate course, in which a graduate or professional stu- 
dent is registered for graduate credit, the student will receive one of the 
following grades at the end of the semester: A, A-, B+, B, B-, C, F, W, 
J, U, P, or I. The high passing grade of A is awarded for superior work. 
The passing grade of B is awarded for work that clearly is satisfactory 
at the graduate level. The low passing grade of C is awarded for work 
that is minimally acceptable at the graduate level. The failing grade of 
F is awarded for work that is unsatisfactory. 

A pass/fail option is available for a limited number of courses. A 
U grade is recorded for ungraded courses such as doctoral continuation. 

Grading Scale 

In computing averages, the following numerical equivalents are 
used. The entire grading scale is not used by all schools. 

A 4.00 

A- 3.67 

B+ 3.33 

B3.00 

B- 2.67 

C+ 2.33 

C2.00 

C- 1.67 

D+ 1.33 

D 1.00 

D-.67 

F.OO 

P No effect on GPA 

U No effect on GPA 

Note: Lynch School Graduate students must earn a C or better 
to pass a course. 

Grade Changes 

Grade changes will be made only for exceptional reasons. The 
grades submitted by faculty at the end of each semester are considered 
final unless the faculty member has granted the student an Incomplete. 
Incompletes may be granted to provide a student time to finish his or 
her course work after the date set for the course examination or in the 
course syllabus. Incompletes should only be granted for serious reasons, 
e.g., illness, and only when the student has been able to complete most 
of the course work but is missing a specific assignment, e.g., a final 
paper, an examination, etc. Incompletes are not to be granted to allow 
the student to complete a major portion of the course work after the 
end of the semester. 

All I grades will automatically be changed to F on March 1 for the 
fall, August 1 for the spring, and October 1 for the summer. 



24 



The Boston College Graduate Catalog 2012-2013 



Policies and Procedures 



Pass/Fail Electives 

This option is not available to Lynch School graduate students. 
Only courses that have been designated as Pass/Fail in the Catalog can 
be taken as such. 

Good Standing 

Grades, satisfactory performance in internships and practica, and 
timely completion of degree requirements determine a student's good 
standing in his or her program. Students should be informed in a timely 
manner if their good standing is in jeopardy and the conditions needed 
to maintain or establish good standing. For details of the Academic Good 
Standing Policy in the Lynch School see websites: 

Masters' Policies: http://www.bc.edu/content/bc/schools/lsoe/ 

academics/Graduate/masters_policies.html 

Ph.D. Policies: http://www.bc.edu/content/bc/schools/lsoe/ 

academics/Graduate/phd_policies.html 

Graduation 

The University awards degrees in May, August, and December 
of each year except to students in the Law School where degrees are 
conferred in May and December. Commencement ceremonies are 
held only in May. Students who have completed all requirements for 
the degree before a specific graduation date are eligible to receive the 
degree as of the university's next official graduation date. A diploma 
will not be dated before all work is completed. Students who graduate 
in December or August may participate in commencement exercises 
the following May. 

In order to ensure timely clearance, all students who plan to 
graduate should confirm their diploma names online through their 
Agora Portal at portal.bc.edu by the following dates: 

• Last day of drop/add in January for May graduation 

• May 1 for August graduation 

• Last day of drop/add in September for December graduation 

Leave of Absence 

Voluntary Leave of Absence 

Graduate students who do not register for course work, Thesis or 
Dissertation Direction, or Interim Study in any given semester must 
request a leave of absence for that semester. Leaves of absence are not 
usually granted for more than two semesters at a time, and are rarely 
granted for students on Doctoral Continuation. Students may apply 
for a personal or medical leave of absence. As described below, appro- 
priate documentation is required for a medical leave of absence. 

Students may obtain a personal or medical leave of absence form 
at the following website: http://www.bc.edu/content/bc/schools/lsoe/ 
resources/Welcome/student_forms.html 

Students should submit the completed form to the Lynch School 
Associate Dean's office for approval. 

Leave time for either a personal or medical leave of absence will 
normally be considered a portion of the total time limit for the degree 
unless the contrary is decided upon initially between the student and 
the Associate Dean. 

Medical Leave of Absence 

If a student is unable to complete the coursework or other course 
of study for a semester due to medical reasons, the student may request 
a medical leave of absence. Medical leave, whether requested for mental 
health or physical health reasons, must be supported by appropri- 
ate documentation from a licensed care provider. The student must 



submit this documentation to Counseling Services or Health Services 
as applicable, who will review it in confidence and make a recommen- 
dation to the student's Associate Dean, who then approves the leave. 
The University reserves the right to impose conditions on readmission 
from a medical leave, which may include the submission of documenta- 
tion from the student's health care provider, the student's consent for 
the provider to discuss the student's condition with University clini- 
cians, and/or an independent evaluation of the student's condition by 
University clinicians. At the time of requesting a medical leave, please 
consult the Lynch School Associate Dean of Students with regard to 
school policy concerning funding upon return. 

Students on Boston College's medical insurance policy may be 
eligible to continue their health insurance the semester in which they 
take a medical leave of absence and the following semester. Please con- 
sult with the Lynch School Office of Graduate Student Services to learn 
more about this policy, or visit www.bc.edu/medinsurance. Students 
granted a medical leave because of a severe medical situation may be 
entitled to a semester's tuition credit to be provided upon readmission. 

Involuntary Leave of Absence 

Students may be separated from the University for academic rea- 
sons or for reasons of health, safety, or when a student's continuance 
at Boston College poses significant risk to the student or others. For 
additional information, visit www.bc.edu/publications/studentguide/ 
judicial.html. 

Readmission from Leave 

Students seeking to return from leave are encouraged to contact 
the Associate Dean of Students as soon as possible prior to seeking 
readmission, but in no event later than eight (8) weeks prior to the 
desired admission date. Students seeking to return to a practicum, 
clinical, or field education placement must contact the Associate Dean 
expressing the intent to seek readmission at least a full semester before 
the desired return. 

Lynch School graduate students can request readmission by 
submitting the Request for Readmission Form: http://www.bc.edu/ 
content/bc/schools/lsoe/resources/Welcome/student_forms.html. 

In instances where a sustained period of time has elapsed since a 
student was last enrolled, the Lynch School Policy on Readmission of 
Graduate Student applies: 

Doctoral and Master's students who were discontinued due to 
time-to-degree limits, or otherwise fail to maintain continuous matric- 
ulation and allow their matriculation to lapse may apply for reinstate- 
ment if they wish to re-enroll. Readmission to the Lynch School, and 
to candidacy, requires the submission of the Lynch School Readmission 
Request Form. The Request Form is approved by the Associate Dean 
of Graduate Studies, in consultation with the appropriate Department 
Chair. If absence from the program is beyond the eight-year (Doctoral) 
or five-year (Master's) time limit allowed by the University for com- 
pleting the graduate degree, the student will be required to demonstrate 
currency in the field by taking a qualifying examination and/or addi- 
tional course work, at the discretion of the graduate program. Approval 
of Requests for Readmission is extremely rare, and by exception. 

In all readmission cases, the decision to re-admit a student will be 
based on a consideration of the best interests of both the student and 
the University. 



The Boston College Graduate Catalog 2012-2013 



25 



Policies AND Procedures 



Summer Courses 

In graduate programs, summer courses may be an integral part 
of the curriculum. Graduate and professional students should consult 
with their academic departments for specific options for summer 
courses. 

Time-to-Degree 

Master's Students 

All requirements for the master's degree must be completed 
within five consecutive years from the commencement of master's 
studies. Master's studies commence with the first term in which a 
student is officially registered for a course at Boston College following 
admission to the program. Leave time is considered a portion of the 
total time limit for the degree unless an exception has been approved 
by the Program Director/Coordinator, the Department Chair, and the 
Associate Dean of Students at the time the form is submitted. 

Doctoral Students 

All requirements for the doctoral degree must be completed with- 
in eight consecutive years from the commencement of doctoral studies. 
Doctoral studies commence with the first term in which the student 
is officially registered for a course at Boston College following admis- 
sion to the doctoral program. Leave time is considered a portion of the 
total time limit for the degree unless an exception has been approved 
by the Program Director/Coordinator, the Department Chair, and the 
Associate Dean of Students at the time the form is submitted. 

Transcripts 

All current graduate and professional students submit requests 
for academic transcripts through their Agora Portal at portal.bc.edu. 
Requests for academic transcripts may also be submitted in writing to 
the following address: Transcript Requests, Office of Student Services, 
Lyons Hall, Boston College, Chestnut Hill, MA 02467, or faxed to 
617-552-4975. 

Requests are usually processed within 48 to 72 hours of receipt. 
For more information, visit www.bc.edu/transcripts. 

Transcript/Diploma Holds 

The University will not issue diplomas or release transcripts for 
any graduate or professional student with an outstanding financial 
obligation to the University, which includes failure to complete a man- 
datory loan exit interview. 

Transfer of Credit 

Master's Students 

Students who wish to have credits transferred from another uni- 
versity to their master's program at the Lynch School must comply 
with the following regulations: 

* All graduate students may request transfer of not more than six 
graduate credits 

* Only courses in which a student has received a grade of B or 
better, and which have not been applied to a prior degree, will 
be accepted 

• If approved, the transfer course and credit, but not the grade, 
will be recorded on the student's academic record 

• Credit received for courses completed more than ten years prior 
to a student's admission to his or her current degree program are 
not acceptable for transfer. 



N.B.: Courses taken within the Boston-area Consortium during 
fall or spring semester are not considered transfer courses, since the stu- 
dent registers for these through Boston College. However, all summer 
courses taken outside of Boston College (including summer courses 
taken within the Consortium) are considered transfer credits and count 
towards the 6 credit limit for transfer credits 

A Transfer Request Form should be completed and signed by the 
student's academic advisor and then sent to the Office of Graduate 
Admission, Financial Aid and Student Services. 

Doctoral Students 

Students who wish to have credits transferred from another uni- 
versity to their doctoral program at the Lynch School must comply 
with the following regulations: 

• completion of at least six credits at Boston College in a 
doctoral program 

• maximum of six graduate credits transferred from other 
accredited colleges or universities 

• courses used to satisfy the requirements for another degree 
cannot be transferred into a doctoral program 

• a grade of "B" or better at the graduate level 

• course(s) being transferred must have been completed within 
the past 10 years 

• official transcript must be sent directly to the office of the 
department in which they are completing their degree program 
A Transfer of Credit form should be completed and signed by 

the student's academic advisor and then sent to the Office of Graduate 
Admission, Financial Aid and Student Services. 

University Communication Policies and Student 
Responsibilities 

Official communications of the University with its currently 
enrolled graduate and professional students, including notices of aca- 
demic and administrative matters and communications from faculty 
and administrative staff, may be sent via postal service, campus mail, or 
email. To assure that these communications arrive in a timely manner, 
all enrolled students have the following responsibilities: 

Postal service and Campus mail: For purposes of written com- 
munication, the student's local and permanent addresses on record at 
the Office of Student Services will be regarded as the student's official 
local and permanent residences. All students have a responsibility to 
provide both local and permanent mailing addresses and to enter cor- 
rections through their Agora Portal if the addresses are not accurate 
in University records. Students should review their address record for 
accuracy at the beginning of each semester and again soon after submit- 
ting any corrections. 

Email: The University recognizes and uses electronic mail as an 
appropriate medium for official communication. The University pro- 
vides all enrolled students with email accounts as well as access to email 
services from computer stations at various locations on campus. All 
students are expected to access their email accounts regularly, to check 
for official University communications, and to respond as necessary to 
such communications. 

Students may forward their email messages from their University 
email accounts to non-university email systems. In such cases, students 
shall be solely responsible for all consequences arising from such forward- 
ing arrangements, including any failure by the non-university system to 



26 



The Boston College Graduate Catalog 2012-2013 



Policies and Procedures 



deliver or retain official University communications. Students should 
send test messages to and fi-om their University email account on a 
regular basis, to confirm that their email service is fijnctioning reliably. 

All student responses to official email communications from the 
University must contain the student's University email address in the 
"From:" and "Reply To:" lines and should originate from the student's 
University email account, to assure that the response can be recognized 
as a message from a member of the University community. 

Withdrawal from a Course 

Graduate and professional students who withdraw from a course 
after the drop/add period will have a "W" recorded in the grade col- 
umn of their academic record. To withdraw from a course all students 
must obtain a Lynch School Course Withdrawal from the website 
(http://www.bc.edu/content/bc/schools/lsoe/resources/Welcome/stu- 
dent_forms.html) and submit the form (with appropriate signatures) 
to the Office of Graduate Admission, Financial Aid and Student 
Services. Students will not be permitted to withdraw from courses 
after the published deadline except in unusual circumstances. Students 
still registered after the close of the drop/add period will receive a final 
grade for the semester. 

Withdrawal from Boston College 

Graduate and professional students who wish to withdraw from 
Boston College in good standing are required to file a Withdrawal 
Form in the Office of Graduate Admission, Financial Aid and Student 
Services. In the case of students who are dismissed for academic or 
disciplinary reasons, the Associate Dean will process the withdrawal. 

Lynch School Awards and Honors 

Doctoral Students 

Dissertation Fellowship: This academic year-long Fellowship 
is intended to support the students' completion of their dissertation. 
Priority will be given to those nominees who, in the opinion of the 
Faculty Awards Committee, will have a high probability of com- 
pleting the dissertation during the academic year of the award. Any 
faculty member may submit a nomination of Chair of the Nominees' 
Dissertation Committee. The application materials, with the excep- 
tion of the official transcript, must be electronically submitted to the 
Associate Dean of Students. The official copy of nominee's academic 
transcript should be submitted to the Graduate Office in a sealed enve- 
lope. The transcript will be scanned and included with the other appli- 
cation materials. The deadline for submission is April 8 (if this falls on 
a weekend, the deadline is 4 p.m. the following Monday). There are 
two Dissertation Awards per academic year. Additional information on 
the application process for the Dissertation Fellowship can be found 
here: http://www.bc.edu/content/bc/schools/lsoe/resources/Welcome/ 
student_forms/Dissertation_guidelines/Fellowships.html. 

Summer Dissertation Development Grants: The Summer 
Dissertation Development Grant provides financial support for doc- 
toral students who are working on their dissertations over the summer 
months. Students may nominate themselves or they may be nominated 
by faculty. Additional information on the application process for the 
Summer Dissertation Development Grants can be found here: http:// 
www.bc.edu/content/bc/schools/lsoe/resources/Welcome/student_ 
forms/Dissertation_guidelines/Development_Grants.htm. 

The application materials, with the exception of the official 
transcript, must be electronically submitted to the Associate Dean of 
Students. The official copy of nominee's academic transcript should be 



submitted to the Graduate Office in a sealed envelope. The transcript 
will be scanned and included with the other application materials. 
The deadline for submission is April 8 (if this falls on a weekend, the 
deadline is 4 p.m. the following Monday). There are up to 6 Summer 
Dissertation Development Grants. 

The Donald J. White Teaching Excellence Awards: Each year 
the University makes awards for Teaching Excellence to under- 
score and reinforce the importance of teaching excellence at Boston 
College. There are two types of awards: Teaching Fellow Awards and 
Laboratory/Teaching Assistant Awards. Each academic year the Lynch 
School of Education receives a number of awards and Department 
Chairs publicize these awards among eligible students and faculty. 
Faculty nominate students, including a letter of support explicat- 
ing why they think the student's teaching warrants this recognition. 
The Chairs of the Departments of Curriculum and Instruction and 
Counseling and Developmental Psychology seek nominations from the 
Assistant Director of Practicum Experiences and the Assistant Director 
of Counseling Practicum Experiences, respectively, as students super- 
vising practica are eligible for these Teaching Assistant awards. These 
recommendations are forwarded to the Associate Dean of Students by 
a date in March determined by the Dean of the Graduate School of 
Arts and Sciences. 

Diversity Fellowship: Boston College has resources that support 
two fellowships that are offered to especially promising Ph.D. students 
from groups that are underrepresented in their professions of choice. 
These fellowships are renewable for three to five years assuming con- 
tinued academic excellence, and carry full tuition scholarships and 
stipends of approximately $18,500. Completion of the Lynch School 
application for one of our Ph.D. programs enables faculty to consider 
a student for this fellowship. Thus, there is no formal application. 
Rather, students must be nominated by their program coordinator 
or department chair at the time of admission. Department Chairs 
will receive requests to nominate students for these awards from the 
Associate Dean of Students. Departmental nominations and letters of 
support from faculty should be forwarded electronically to the Office 
of the Associate Dean of Students by the deadline specified in early 
March. The Faculty Awards Committee reviews all nominations and 
forwards the names of Awardees to the Associate Dean. Students who 
receive the Diversity Fellowship are expected to be engaged in full-time 
study, and may not hold additional employment or additional fellow- 
ships during the academic years in which they hold the fellowship. 

Master's Students 

Awards at Graduation: Each spring, the Associate Dean of 
Students will solicit faculty for the names of graduate students who 
have excelled in academic and outreach activities during their tenure as 
students in the Lynch School. These awards will be presented during 
the Lynch School Awards and Robing Ceremony that takes place dur- 
ing commencement weekend. 



The Boston College Graduate Catalog 2012-2013 



27 



Education 



Lynch School of Education 

The Lynch School offers graduate programs in education, psy- 
chology, and human development. 

The mission of the Lynch School is to improve the human condi- 
tion through education. It pursues this goal through excellence and 
ethics in teaching, research, and service. It prepares graduate students to 
serve diverse populations in a variety of professional roles — as teachers, 
administrators, human service providers, psychologists, and researchers. 

Through research, the Lynch School seeks to advance knowledge 
in its respective fields, inform policy, and improve practice. Its teach- 
ers, scholars, and learners engage in collaborative school and com- 
munity improvement efforts locally, nationally, and internationally. 
What unites the diverse work conducted within the Lynch School of 
Education is the underlying aspiration to enhance the human condi- 
tion, to expand the human imagination, and to make the world more 
just. 

The Lynch School is named in honor of Carolyn A. and Peter 
S. Lynch. Carolyn Lynch is a fervent supporter of education, as is her 
husband, Peter Lynch, a University graduate and one of the country's 
best-known financial investors. 

Graduate Programs 

The faculty of the Lynch School of Education is committed to 
research and professional preparation based on reflective practice and 
the scientist-practitioner model. The curriculum is directed toward 
promoting social justice for children, families, and communities, par- 
ticularly in urban settings, and toward developing students' research 
skills and attitudes. 

Admission 

Information about admission is available on the Lynch School 
website at www.bc.edu/lynchschool. You may also write to the 
Office of Graduate Admission, Financial Aid, and Student Services, 
Lynch School, Campion Hall 135, Boston College, Chestnut Hill, 
Massachusetts 02467-3813, telephone 617-552-4214, or e-mail gsoe@ 
bc.edu. 

The Lynch School admits students without regard to race, eth- 
nicity, religion, age, sex, sexual orientation, marital or parental status, 
national origin, veteran status, or disability. The School welcomes the 
presence of multiple and diverse cultural perspectives in its scholarly 
community. 

Students must be formally admitted to the Lynch School 
Graduate Programs by a committee composed of faculty and adminis- 
trators. Students may apply to degree programs or may apply to study 
as a Non-Degree Student. Consult the Lynch School admissions web- 
site for complete information. 

Official notification of admission is made by a written announce- 
ment from the Lynch School. Students should not presume admission 
until they receive this announcement. Admitted students are required 
to submit a non-refundable deposit of $250.00 by the date stipulated 
in the admission letter. The deposit is applied to tuition costs for the 
first semester of study. 

Application Deadlines 

All admission deadlines are posted on the Lynch School website 
at www.bc.edu/lynchschool. In some cases. Master's program applica- 
tions are considered beyond the deadline. While official deadlines are 
posted for summer/fall start, some programs may consider a spring 



start. Non-degree applications are considered for summer, fall, and 
spring start dates. Call the Office of Graduate Admission, Financial 
Aid, and Student Services at 617-552-4214 or email gsoe@bc.edu for 
more information. 

Deferral of Admission 

Admission may be deferred for up to one year for those accepted 
to master's degree programs. Deferral of admission to doctoral pro- 
grams is at the discretion of the admitting faculty. Requests to defer 
admission must be submitted in writing to the Director of Graduate 
Admissions in the Office of Graduate Admission, Financial Aid, and 
Student Services and must be confirmed by the Lynch School. 

The number of acceptances to graduate programs each year is 
dependent upon the number of deferred students who will be matricu- 
lating in a given year. For this reason, the Lynch School requires that 
students who wish to defer for a semester or a year indicate this at the 
point of acceptance and return the response form with a deposit of 
$250.00. This will hold a space in the following year's class and will be 
credited toward the first semester of study. 

Because of the volume of applications received each year by the 
Lynch School, there can be no assurances of deferred admission and the 
above procedure must be followed. 

Admission for International Students 

International Students (non-U. S. citizens who are not permanent 
U.S. residents) may find information about admission and an online 
application on the Lynch School website at www.bc.edu/lynchschool. 
Prospective students may also write to the Office for Graduate 
Admission, Financial Aid, and Student Services, Lynch School, 
Campion Hall 135, Boston College, Chestnut Hill, Massachusetts 
02467-3813, telephone 617-552-4214, or e-mail gsoe@bc.edu. All 
international student applicants for whom English is not a first lan- 
guage, or who do not hold a degree from an English-speaking univer- 
sity, must take the TOEFL (Test of English as a Foreign Language) 
examination and request that their score be forwarded to the Lynch 
School of Education by the Educational Testing Service (www.ets.org). 
The Lynch School of Education TOEFL code is 3240. Ordinarily, the 
Lynch School expects a minimum score of 550 on the written examina- 
tion or 213 on the computer-based test, and 79 on the internet-based 
TOEFL. Information on exemptions from the TOEFL as well as addi- 
tional testing information are contained in the graduate application 
materials available on the Lynch School website. Information about 
these examinations also may be obtained from the Educational Testing 
Service, Princeton, NJ. 

Non-Degree Status 

Students not seeking a degree, but interested in pursuing course 
work at the graduate level, may apply for admission as a Non-Degree 
Student. While there is no guarantee of later admission to a degree 
program, many individuals choose Non-Degree Status either to explore 
the seriousness of their interest in studying for an advanced degree 
and/or to strengthen their credentials for possible later application for 
degree status. Others are interested in taking graduate course work for 
personal enrichment or professional development. Included among 
those taking courses are school counselors, teachers, administrators, 
and psychologists who are taking classes as a means of fulfilling profes- 
sional development requirements or continuing education units. 

A formal Non-Degree Student application is available online on 
the Lynch School admissions web page and is required for enrollment 



28 



The Boston College Graduate Catalog 2012-2013 



Education 



in courses. A Non-Degree Student application is comprised of the 
online application form, application fee, and original copies of either 
the undergraduate or graduate transcript with the degree posted. This 
is to assure the faculty that students in graduate classes hold the bac- 
calaureate degree. The transcript should be sent to the Lynch School 
of Education, Boston College, Data Processing Center, P.O. Box 226, 
Randolph, MA 02368-9998, prior to registration for classes. The tran- 
script must be received by the first week of classes. 

Although there is no limit on the number of courses Non-Degree 
Students may take, no more than four courses (12 semester hours), if 
appropriate, may be applied toward a degree program in the Lynch 
School. Courses taken as a Non-Degree Student may be applied to a 
degree program only after official acceptance into a degree program and 
with the consent of the student's advisor. 

Certain restrictions apply to courses available to Non-Degree 
Students. Due to space limitations, all courses may not be available to 
Non-Degree Students. Practicum course work associated with teacher 
licensure or counseling psychology licensure is reserved for matricu- 
lated degree students in these programs. Students who wish to become 
certified or licensed must gain admittance to a graduate degree program 
in the desired area. Other courses are restricted each semester to main- 
tain class size. Individuals considering Non-Degree Student status may 
seek career and course advice from the Office of Graduate Admission, 
Financial Aid, and Student Services. Additionally, non-degree students 
are not eligible for University sponsored sources of financial aid or any 
financial aid that requires matriculation in a degree program. 

Financial Aid 

For a full description of University financial aid loan programs, 
refer to the University Policies and Procedures and the Lynch School 
website (www.bc.edu/lynchschool) and select Admissions. Financial 
aid opportunities occur in several forms, including grants, scholar- 
ships, assistantships, fellowships, loans, and work-study. Some of these 
resources can be obtained directly from Boston College. Others may 
be obtained through outside sources such as local civic organizations, 
religious organizations, educational foundations, banks, and Federal 
low-interest loan programs. 

Please note that the University's Financial Aid Office adminis- 
ters only Federal loan programs, which include Direct Stafford loans, 
Perkins loans, and work-study. If you are applying for any of these loan 
programs through Boston College, consult the University Policies and 
Procedures. 

While most universities primarily fund doctoral students, there 
is a substantial amount of aid available to master's students at Boston 
College in the form of special program scholarships, administra- 
tive assistantships, paid internships, grant-funded opportunities, and 
scholarships for students from historically underrepresented groups. 
A number of the scholarships, listed below, are intended to support 
students who are preparing to work with low income children, youth, 
and families in urban communities. 

Alumni Award 

The Alumni Award, established through the generosity of Lynch 
School alumni, is an assistantship comprised of a stipend and a signifi- 
cant tuition scholarship for a student who shows promise of leadership 
in the fields of education and applied psychology. By nomination of the 
faculty at the time of admission. 



Bank of America Leaders in Urban Education Fellowship 

The Bank of America Charitable Foundation has given the Lynch 
School a generous grant to provide financial support to highly talented 
graduate students who have demonstrated commitment to urban edu- 
cation. The scholarship is comprised of a $20,000 stipend. One-half of 
the stipend is an outright grant. The remaining $10,000 is a forgivable 
loan: Graduates will be required to teach in an urban school that serves 
economically disadvantaged children. Loan forgiveness will be "earned" 
by graduation and by teaching service rendered in an urban school for 
the three years following graduation. By nomination of the faculty at the 
time of admission. 

Barry Fellowship 

Steven M. and Tammy J. Barry established this fund to support 
graduate students with financial need. The award provides tuition 
remission scholarships, with a preference to students focusing on learn- 
ing among multi-disabled children. This award is determined at the time 
of admission. 

Bradley Fellow^ship 

The Bradley Endowed Fellowship is a tuition scholarship that 
supports students in our Fifth Year Program pursuing a specialization 
in moderate special needs. The award gives preference to students 
seeking experience in urban schools. An updated personal statement and 
resume are required from interested applicants during their senior under- 
graduate year. The award is determined by special committee. 

Catholic Educator Award 

The Lynch School Catholic Educator Award provides partial 
tuition assistance to students who are currently working in Catholic 
schools. The Catholic Educator Award requires an additional application. 

Donovan Urban Teaching Scholarship 

Up to thirty students, dedicated to urban teaching, are selected to 
enter the Charles F. Donovan, S.J. Urban Teaching Scholars Program. 
This one-year intensive cohort program prepares students for the chal- 
lenges and issues involved in urban education. Students are supported 
with a tuition scholarship covering half of the cost of their program of 
study. Additional materials are required for admission to the Donovan 
Program. 

Dean's Scholarship 

For incoming students: Tuition remission scholarships are award- 
ed to incoming students identified by the faculty as having exceptional 
promise in their chosen fields of study and contributing to all forms of 
diversity in our student body, including intellectual, economic, racial, 
cultural, geographical, and gender diversity. These awards are deter- 
mined at the time of admission. 

For continuing students: In an effort to support Master's stu- 
dents whose programs continue beyond one year, the Lynch School 
has reserved a limited number of merit-based tuition scholarships for 
students who qualify both academically and financially. There is an 
application for these scholarships. 

Dreyer Scholarship 

The Herman J. Dreyer Fund provides tuition scholarship assis- 
tance to graduate students enrolled in the Lynch School. The Dreyer 
Scholarship recognizes students who have displayed previous academic 
excellence and who have demonstrated financial need. This award is 
determined at the time of admission. 



The Boston College Graduate Catalog 2012-2013 



29 



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Duvnjak Fellowship 

The Barbara Benz Duvnjak and Karlo Duvnjak Fund supports 
students with tuition remission scholarships who have displayed previ- 
ous academic excellence and who have demonstrated financial need. 
This award is determined at the time of admission. 

Flaherty and Masella Fellowship 

The Mary Jane Flaherty and William Masella Fellowship Fund 
supports Lynch School graduate students with demonstrated finan- 
cial need by providing tuition remission scholarships. This award is 
presented to students from New York or New Jersey. This award is 
determined at the time of admission. 

Fruscione Fellowship 

The Immaculate A. Fruscione Fellowship is a tuition scholarship 
that supports students in the school counseling program who have a 
commitment to working in urban schools upon completion of their 
degree. This award is determined at the time of admission. 

Hearst Fellowship 

The William Randolph Hearst Endowed Fund supports master's 
degree students in our teacher education programs. This award is deter- 
mined at the time of admission. 

Kaneb Fellowship 

The Kaneb Catholic Leadership Fellowship Fund supports stu- 
dents in Catholic leadership in our master's programs. The fellowship 
offers tuition scholarships to students. This award is determined at the 
time of admission. 

Keough Memorial Fellowship 

The William F. Keough Memorial Fellowship Fund provides 
scholarship assistance for both undergraduate and graduate students 
pursuing studies in international education. This award is determined 
at the time of admission. 

Lam Family Fellowship 

In accord with the intent of the donors, William and Mary Lam, 
this award is presented to a Chinese student who is committed to 
enhancing the educational experiences of poor rural students in China. 
It is comprised of a stipend and a tuition scholarship. By nomination of 
faculty at the time of admission. 

Martin Memorial Fellowship 

The Christine Martin Memorial Scholarship Fund supports a 
Lynch School undergraduate student continuing in one of our graduate 
programs. The award is a tuition scholarship. A preference is given to 
students engaged in volunteer service, especially serving children with 
disabilities. Determined by special committee. 

Science Educators for Urban Schools (S.E.U.S.!) Scholarship 

Supported by the Robert F. Noyce Scholarship Fund of the 
National Science Foundation, the S.E.U.S.! Scholars Program supports 
talented students interested in careers in teaching science in urban 
secondary schools. The scholarship is comprised of a significant tuition 
scholarship in exchange for a commitment of two years of teaching ser- 
vice in an urban public school upon completion of the degree program. 
There are specific requirements to qualify. 

Urban Catholic Teacher Corps (UCTC) 

Each year, six students are admitted to UCTC, a two-year pro- 
gram that offers new teachers an opportunity to gain experience in 
inner city Catholic schools. The program offers full tuition coverage, in 
addition to a stipend and other benefits. There are a separate application 



and additional requirements for UCTC. Please note that the application 
deadline is also earlier than the normal deadline for teacher education 
programs. 

Sharp Urban Teaching Scholarship 

The Peter Jay Sharp Foundation has given the Lynch School a 
generous endowment to provide financial support to 10 highly talented 
graduate students per year who are from underrepresented groups com- 
mitted to teaching in urban schools. The scholarship is comprised of 
a $10,000 stipend. One-half of the stipend is an outright grant and 
the remaining $5,000 is a forgivable loan. One-quarter of the loan 
amount will be forgiven upon completion of the master's degree and 
the remaining three-quarters is forgiven, up to the full amount, for each 
year spent teaching in an urban school. By nomination of the faculty at 
the time of admission. 

Students with Disabilities 

It is the goal of the Lynch School to successfully prepare for the 
receipt of a degree and state licensure for any qualified individual who 
strives to meet these objectives regardless of disability. The University 
accepts the affirmative duty to take positive steps to educate disabled 
persons and to assist them in career advancement. After an evaluation 
of a student's capacity to perform the essential program functions, 
the University will engage in any reasonable accommodation within 
its program that would allow a qualified student with a disability to 
complete the program successfully and to seek licensure so long as such 
accommodation does not result in waiver of competencies required for 
graduation or licensure. 

Licensure and Program Accreditation 

Many of the teacher education and administration programs 
offered by the Lynch School have been designed to comply with cur- 
rent standards leading to initial and professional licensure for educators 
in the Commonwealth of Massachusetts. Through the University's 
accreditation by the Interstate Licensure Compact (ICC) a program 
of study preparing for educator licensure in Massachusetts will also 
provide graduates, through reciprocity, with facilitated opportunities 
for licensure in most other states. Licensure is granted by the state, and 
requirements for licensure are subject to change by the state. Students 
seeking licensure in Massachusetts must pass the Massachusetts Tests 
for Educator Licensure (MTEL). Especially in the case of out-of-state 
students, it is the responsibility of the student to plan a program that 
will lead to licensure in a given state. Staff in the Practicum Placement 
Program, Office of Practicum Experiences and Teacher Induction, 
(Campion 103, 617-552-4206) can help with most teacher and 
administrator licensure questions. Mental health and school counselor 
licensure questions should be addressed to the Office of Graduate 
Admission, Financial Aid, and Student Services at 617-552-4214. The 
teacher education programs at Boston College are accredited by TEAC 
(Teacher Education Accreditation Council). 

The Doctoral program in Counseling Psychology is fully accred- 
ited by the American Psychological Association. The 60-credit M.A. 
in Mental Health Counseling fulfills the educational requirements 
for licensure as a mental health counselor in Massachusetts, and the 
M.A. in School Counseling meets the educational requirements for 
licensure in school counseling in Massachusetts. Students are encour- 
aged to check the requirements for the states in which they eventually 



30 



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hope to obtain licensure. Students seeking school counseling licensure 
in Massachusetts must pass the Massachusetts Tests for Educator 
Licensure (MTEL). 

International and Special Practicum Placement 
Program for Graduate Studies 

The Lynch School's International and Special Practicum 
Placement Program offers graduate students in the Teacher Education 
programs classroom opportunities in a variety of foreign countries and 
out-of-state settings for pre- and fuU-practica. International settings 
include classrooms in such countries as Switzerland, Ireland, England, 
France, Italy, Germany, Spain, and Mexico. Out-of-state student 
teaching opportunities are available in Arizona, Maine, or North 
Dakota Native American Reservations, and a school in Mississippi. 
For information regarding programs and requirements, contact the 
Director for the International/Out-of-State Practicum Placement 
Program, Office of Practicum Experiences and Teacher Induction, 
Campion 103, Lynch School, Boston College, Chestnut Hill, MA, 
02467-3804 or 617-552-4206. 

Degree Programs 

Through its various graduate programs, the Lynch School offers 
the M.Ed., M.A., M.A.T., M.S.T., Ph.D., and Ed.D. degrees. The 
Lynch School also offers programs leading to a Certificate of Advanced 
Educational Specialization (C.A.E.S.). Graduate programs serve a dual 
purpose — research preparing students in research-based knowledge of 
their profession with specialized competence in the evaluation of edu- 
cational and psychological innovations, and in basic and applied quan- 
titative and qualitative research methodologies; and practice, preparing 
students to apply knowledge in appropriate areas of specialization to 
practice in both academic and nonacademic settings. 

Doctoral Degree Programs 

General Requirements for the Degree of Doctor of Philosophy 

The Ph.D. is granted for distinction attained in a special field 
of concentration and demonstrated ability to modify or enlarge a sig- 
nificant subject in a dissertation based upon original research. Doctoral 
studies are supervised by the student's advisor, department chairperson, 
and the Associate Dean for Graduate Studies. The Ph.D. is granted in 
the Lynch School in the following areas: 

• Curriculum and Instruction 

• Higher Education 

• Counseling Psychology 

• Applied Developmental and Educational Psychology 

• Educational Research, Measurement, and Evaluation 

Upon admission to a doctoral program, the doctoral student will 
be assigned an academic advisor. The Doctoral Program of Studies 
should be designed by students in consultation with their advisors 
during the first or second semester of course work. A formal Program 
of Studies must be filed with the student's advisor and the Office for 
Graduate Admission, Financial Aid, and Student Services. Programs of 
Study for all programs are available on the Lynch School's website at 
www.bc.edu/lynchschool. 

Doctoral students in the Lynch School, in addition to course work, 
complete comprehensive exams before being admitted for doctoral can- 
didacy. Doctoral students also complete a doctoral dissertation. 

Current information on policies and procedures regarding doc- 
toral degree programs is provided online at www.bc.edu/schools/lsoe/ 
academics/Graduate/phd.html. 



Certificate of Advanced Educational Specialization 
(CA.E.S.) 

The CA.E.S. course of study is designed for currently practicing 
educators who already have a master's degree and seek a higher level of 
specialization in Curriculum and Instruction or professional licensure 
in administration. For further information on CA.E.S. programs in 
Educational Leadership and Curriculum and Instruction, contact the 
Office for Graduate Admission, Financial Aid, and Student Services, 
Campion 135, Lynch School, Boston College at 617-552-4214 or 
lsadmissions@bc.edu. 

Master's Degree Programs 

Candidates for the master's degree must be graduates of an 
accredited college or university. The Office of Graduate Admission, 
Financial Aid and Student Services, Campion 135 provides academic 
and financial aid services for master's students throughout their studies 
in the Lynch School. 
Master of Education Degree (M.Ed.) 

The Master of Education is awarded in the following areas: 

Early Childhood Teaching 

Elementary Teaching 

Secondary Teaching 

Special Education Teaching* 

Reading/Literacy Teaching 

Curriculum and Instruction 

Educational Leadership 

Educational Research, Measurement, and Evaluation 

*The M.Ed, program in Special Education Teaching includes the 
following areas of concentration: Moderate Special Needs, Grades Pre- 
K-8 and Grades 5-12, Students with Severe Special Needs pre K-12. 
Master of Arts in Teaching and Master of Science in Teaching 
Degrees (M.A.T./M.S.T.) 

M.A.T. and M.S.T. for Initial Licensure 

The M.A.T./M.S.T. Initial Licensure programs are designed for 
students who have graduated with a major in liberal arts or sciences and 
who wish to prepare for teaching in the secondary school, for experi- 
enced teachers in secondary schools who do not yet hold a license, and 
for recent college graduates already prepared to teach at the secondary 
level who want to earn an additional area of expertise and/or licensure. 
These degrees are coordinated with the appropriate Graduate School 
of Arts and Sciences department, require admission to both the Lynch 
School and to the appropriate College of Arts and Sciences program, 
and require more course work in Arts and Sciences than the M.Ed, 
degree in Secondary Teaching. 

Students may prepare in the following disciplines: biology, chem- 
istry, physics, geology (earth science), mathematics, history, English, 
romance languages (French and Spanish), and Latin and classical 
humanities. 

Programs are described under the section on programs in Teacher 
Education/Special Education and Curriculum and Instruction. 

M.A.T. and M.S.T. for Professional Licensure 

The M.A.T./M.S.T. Professional Licensure programs are designed 
for teachers who hold initial teaching licensure. Candidates can only 
apply to the state for Professional Licensure after teaching for three 
years, but may begin course work during the first year of teaching. 



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31 



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The Professional License is available in the following academic disci- 
plines: English, history, French, Spanish, earth science, biology, and 
mathematics. The Professional License is also available in Elementary 
Education and Reading. 
Master of Arts Degree (M.A.) 

The Master of Arts degree is given in the following areas: 

• Early Childhood Specialist 

• Higher Education 

• Counseling 

• Developmental and Educational Psychology 

These programs are described in each departmental section. 
Course Credit 

A minimum of 30 graduate credits is required for a master's 
degree. Specific programs may require more credits. No formal minor 
is required. No more than six graduate credits with grades of B or 
better, approved by the Associate Dean of Graduate Studies, will be 
accepted in transfer toward fulfillment of course requirements. A trans- 
fer of credit must be formally applied for with the Associate Dean of 
Graduate Studies. 
Programs of Study 

In the first semester of matriculation, students must complete a 
Program of Studies in consultation with their academic advisor and/or 
the Director of Student Services in the Office for Graduate Admission, 
Financial Aid, and Student Services. Program of Studies forms are 
available on the Lynch School website at www.bc.edu/schools/lsoe/ 
academics/pos.html. These forms must be approved and filed with the 
Associate Dean of Graduate Studies. 
Fifth Year/Early Admit Programs 

Academically outstanding students in any undergraduate school at 
Boston College may apply for a variety of graduate programs that will 
enable them to graduate with both a bachelor's degree and a master's 
degree in an accelerated amount of time. Please contact the Office of 
Graduate Admission, Financial Aid, and Student Services for further 
information about the Fifth Year/Early Admit Programs. 

Research Centers 

The Lynch School houses several Research Centers. For more 
information refer to the About Boston College section of this catalog. 

Department of Teacher Education/Special Education 
and Curriculum and Instruction 

The Department of Teacher Education/Special Education and 
Curriculum and Instruction prepares educational leaders for instruc- 
tional and administrative roles in public and private schools, in institu- 
tions of higher education, and in related organizations. The intent is 
to provide a blend of scholarship, disciplined inquiry, and professional 
experiences that will develop the sound understanding, practical skills, 
ethical values, and social responsibilities that are required of competent 
educators. 

Student programs are individualized under the guidance of a fac- 
ulty advisor, with special consideration given to each student's career 
goals and licensure requirements. 

Areas of Concentration 

Programs and courses in Teacher Education are designed to 
prepare educators in the areas of elementary and secondary teaching, 
early childhood education, special education, and reading. In addi- 
tion, master's and doctoral programs are available in Curriculum and 
Instruction. Teacher preparation programs are designed for individuals 



interested in working in elementary and secondary schools, both public 
and private, as well as early childhood and special needs programs and 
facilities. The Lynch School prepares outstanding teachers in both the- 
oretical and practical dimensions of instruction. The doctoral program 
in Curriculum and Instruction prepares students for college and uni- 
versity teaching, research positions, and/or school leadership positions. 
Master's candidates can include the Teaching English Language 
Learners (TELL) Certificate in their program of studies. This program 
prepares mainstream educators to be "highly qualified" to teach English 
language learners in their classrooms. Those interested in this program 
should let their advisors know when planning the program of studies. 

Licensure 

Endorsement of candidates for initial Massachusetts teaching 
licensure is a collaborative effort between the Lynch School supervi- 
sor and the cooperating teacher. The Lynch School offers graduate 
programs designed to prepare students for teaching licensure at the 
master's and C.A.E.S. levels. A student seeking licensure must be 
admitted as a degree candidate. Programs are approved by the Interstate 
Licensure Compact (ICC), allowing students easier access to licensure 
outside Massachusetts. 

The following are licenses available from the state department of 
Massachusetts through completion of a Lynch School program: 

• Early Childhood Teacher 

• Elementary Teacher 

* Teacher of English, Mathematics, History, Physics, Chemistry, 
Biology, Earth Science, French and Spanish, Latin, and Classical 
Humanities 

* Specialist Teacher of Reading 

* Specialist Teacher of Students with Moderate Special Needs 
(pre K-8, 5-12) 

• Specialist Teacher of Students with Severe Special Needs 
(pre K-12) 

Note: Students who plan to seek licensure in states other than 
Massachusetts should check the licensure requirements in those 
states. Students seeking licensure in Massachusetts must pass the 
Massachusetts Tests for Educator Licensure (MTEL). 

Practicum Experiences 

Practicum experiences are an essential part of the curriculum in 
licensure programs and should be planned with the respective faculty 
advisor early in the student's program. Practicum experiences for licen- 
sure in Teacher Education are offered at the Initial Licensure level for 
Massachusetts. Students seeking licensure in Massachusetts also must 
pass the Massachusetts Tests for Educator Licensure (MTEL). 

All field experiences for students enrolled in Lynch School degree 
programs are arranged through the Office of Practicum Experiences 
and Teacher Induction (Campion 103). The Director of Practicum 
Experiences and Teacher Induction must approve all students for the 
practicum. Applications for all placements must be made during the 
semester preceding the one in which it will occur. Application dead- 
lines for full practica are March 1 5 for fall assignments and October 1 5 
for spring assignments. Application deadlines for pre-practica are May 
1 for fall placements and December 1 for spring placements. 



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The following are prerequisites for students who are applying for 
practica and clinical experiences: 

• GPA of B or better (3.0 or above) 

• Satisfactory completion of required pre-practica or waiver from 
the Director of the Office of Practicum Experiences and Teacher 
Induction 

• Completion of 80 percent of the course work related to required 
Education courses, including methods courses in the content 
area and courses required for initial licensure 

• Application in the Office of Practicum Experiences and Teacher 
Induction 

A full practicum is characterized by the five professional standards 
as required by the Massachusetts Department of Education. Student 
teachers must demonstrate competence in these five standards during 
their practicum experience: plans curriculum and instruction, delivers 
effective instruction, manages classroom climate and operation, pro- 
motes equity, and meets professional responsibilities. 

If, for any reason, a student is unable to complete the full 
practicum, an extended practicum (additional time in the field) will be 
required by arrangement of the Director of Practicum Experiences and 
Teacher Induction. 

Placement sites for local field experiences are in Boston and 
neighboring areas. Students are responsible for providing their own 
transportation to and from these schools. Transportation to schools 
often requires that the student have a car. Carpooling is encouraged. 
All graduates in Teacher Education are eligible for a Summer Start 
program to prepare them for their first classroom experience. 

Professional Licensure Programs 

The Lynch School of Education at Boston College offers two pro- 
grams that lead to Professional Licensure in the state of Massachusetts: 
the 30 Credit M.A.T./M.S.T. Program Leading to Professional 
Licensure and the 12 Credit Program Leading to Professional Licensure. 

The 30 Credit M.A.T./M.S.T. Program Leading to Professional 
Licensure is available in Elementary Education (1—6), Reading (all 
levels). Biology (8-12), and Spanish (5-12). Each program requires 
five (5) approved graduate courses (15 credit hours) in the Arts and 
Sciences academic discipline and five (5) approved pedagogical courses 
(15 credit hours) related to the academic discipline. 

The 12 Credit Program Leading to Professional Licensure is an 
option available to candidates who received Initial Licensure in a mas- 
ter's degree licensing program. This program is available in Elementary 
Education (1-6), Reading (all levels). Biology (8-12), Earth Science 
(8-12), English (8-12), French (8-12), History (8-12), Mathematics 
(8-12), and Spanish (5-12). Each program requires two approved 
graduate courses (6 credit hours) in the Arts and Sciences academic dis- 
cipline and two approved pedagogical courses (6 credit hours) related 
to the academic discipline. 

Upon admission to either Professional Licensure program, the can- 
didate meets with the Department Chairperson of Teacher Education 
and a graduate advisor to design an appropriate program based on 
a complete review of the candidate's previous undergraduate and 
graduate coursework and coursework approved by the Massachusetts 
Department of Education. All candidates must possess an Initial License 
in the area in which he/she seeks Professional Licensure. Although the 
candidate may begin coursework leading toward Professional Licensure 
anytime in his/her teaching career, the candidate may not apply to the 
state for licensure until he/she has taught in the Massachusetts public 



schools for at least three years and has completed all coursework. 
Prospective students seeking Professional Licensure in content areas 
not included in this description should consult with the Department 
Chairperson of Teacher Education, as new approvals are acquired on 
a yearly basis. 

Programs in Teacher Education/Special Education and 
Curriculum and Instruction 

Master of Education (M.Ed.) in Early Childhood Teaching 

The master's degree program in Early Childhood education 
focuses on developmentally appropriate practices and critical thinking 
skills. This program is appropriate for students who wish to be prepared 
to teach normal and moderately disabled children in regular settings, 
pre-K-2. Students can enter the program without teaching licensure. 
Prerequisite for either program is a college degree with an Arts and 
Sciences major or the equivalent. Students who have majored in other 
areas, such as business or engineering, should consult the Director of 
Graduate Admissions. 
Master of Education (M.Ed.) in Elementary Teaching 

The Elementary Teaching program is designed for students 
who wish to teach in grades 1—6. The program stresses a humanistic 
approach to teaching that is both developmentally appropriate and 
intellectually challenging. It prepares the teacher to work with the 
diverse range of children by providing the teacher with knowledge 
about instructional practices, along with perspectives on children, 
schools, and society. 

The prerequisite for the program is a bachelor's degree with an 
Arts and Sciences or interdisciplinary major or the equivalent. The 
Program of Studies for the program includes foundations and pro- 
fessional courses, and practicum experiences. Courses of study are 
carefully planned with the faculty advisor to ensure that both degree 
requirements and licensure requirements are fulfilled. 

For the applicants seeking a Master's in Elementary Education, 
undergraduate transcripts will be audited for mathematics courses. It 
is expected that applicants have completed a two 3-credit mathematics 
course equivalent in Arts and Sciences. If applicants do not fulfill this 
requirement, they will be advised to take the needed courses. 
Master's Programs (M.Ed., M.A.T., and M.S.T.) in Secondary 
Teaching 

Students in secondary education can pursue either a Master 
of Education (M.Ed.), a Master of Arts in Teaching (M.A.T.), or a 
Master of Science in Teaching (M.S.T.). These degree programs lead 
to (9—12) licensure in one of the following disciplines: English, history, 
biology, chemistry, geology (earth science), physics, mathematics, 
French, Spanish, and Latin and classical humanities. The prerequisite 
for the program is a bachelor's degree with a liberal arts major in the 
field of desired licensure or an equivalent. Students who do not have 
the prerequisite courses must take discipline area courses before being 
admitted into a degree program. All prerequisite courses must be 
taken before taking the practicum. Check with the Office of Graduate 
Admissions, Financial Aid, and Student Services (617-552-4214) if you 
have questions. 

In addition to required courses in the field of education, second- 
ary education master's degrees require a number of courses taken at the 
graduate level in the Arts and Sciences department of specialization. 
M.Ed, students take a minimum of two graduate courses, and M.A.T./ 
M.S.T. students take five graduate courses in their disciplinary area. 
Courses of study are carefully planned with a faculty advisor. All of the 



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33 



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master's programs leading to licensure in secondary education include 
practicum experiences in addition to course work. M.A.T./M.S.T 
applicants file only one application to the Lynch School. The Office of 
Graduate Admissions, Financial Aid, and Student Services coordinates 
the admissions process with the Graduate School of Arts and Sciences 
faculty. All Lynch School admissions requests should be addressed 
to the Office of Graduate Admissions, Financial Aid, and Student 
Services, Campion 135, Lynch School, Boston College, Chestnut Hill, 
MA 02467-3813, 617-552-4214. 
Master of Education (M.Ed.) in Reading/Literacy Teaching 

The graduate reading program consists of a series of courses and 
related practicum experiences designed to help classroom teachers and 
resource room specialists increase knowledge and skill as teachers of 
literacy. The program is designed to enable candidates with at least 
one year of teaching to meet Massachusetts licensure standards for 
teacher of reading. The program conforms to the guidelines of the 
International Reading Association. 

The Program of Studies consists of foundation courses, courses in 
language and literacy, and practica experiences as a teacher of reading. 
A classroom teaching certificate is required for admission into the pro- 
gram. Students should carefully plan programs in consultation with the 
program advisor to see that degree and licensure requirements are met. 
Master of Education (M.Ed.) in Curriculum and Instruction 

The master's degree program in Curriculum and Instruction 
consists of a planned program with a minimum of 30 graduate 
credit hours. Four courses in Curriculum and Instruction are required. 
Programs of study are planned in consultation with a faculty advisor to 
meet each candidate's career goals and needs. 

This degree program does not lead to licensure, nor are students 
in this program eligible to apply for supervised practicum experiences. 
Master of Education (M.Ed.) in Special Education 

Master of Education (M.Ed.) in Special Education: Teacher of 

Students with Moderate Special Needs, Grades Pre-K-9 and 

Grades 5-12 

This program prepares teachers to work with students classified 
in some states as learning disabled, mildly retarded, or behaviorally 
disabled. This program, however, is based on a non-categorical model 
focused on educational need rather than category of disabling condi- 
tion. Students gain practical experience in inclusive schools. The 
ultimate goal is the preparation of teachers to function effectively in 
collaboration with regular educators, parents, and other professionals 
in creating successful experiences for all students. Applicants who have 
completed a regular education preparation program can enter directly 
into the program. Applicants with no previous regular education 
preparation program must apply for both regular and special education 
programs. For this reason, students become licensed in regular and 
special education. Financial aid is available in the form of paid intern- 
ship experiences in local school systems and in some private schools. 

Master of Education (M.Ed.) in Special Education: Teacher of 

Students with Severe Special Needs, Pre-K-12 

This program prepares students to work in schools and com- 
munity environments with students with mental retardation or other 
severe disabilities, preschool through older adolescence, in a variety of 
educational settings and leads to a Massachusetts licensure in Severe/ 
Intensive Special Needs. Students may be enrolled on a full- or part- 
time basis. The program emphasizes urban schools, inclusive educa- 
tion, collaborative teaching, disability policy, and family partnerships. 



For those students employed in approved Intensive Special Needs 
programs, practicum requirements are individualized and may be com- 
pleted within the work setting. The program of studies expands on and 
builds upon a prerequisite education foundation through the develop- 
ment of competencies that are research and field-based and consistent 
with the highest professional standards of the field. 
Teaching English Language Learners (TELL/ELS) Certificate 

The Lynch School of Education offers a certificate in Teaching 
English Language Learners. Candidates should hold or be working 
toward a licensure in an education field (early childhood, elementary, 
secondary, reading, moderate special needs, and others). This program 
is designed to prepare mainstream teachers to work with bilingual 
learners/English Language Learners in their mainstream classroom set- 
tings. The certificate requires two courses and a free non-credit work- 
shop taken during one of the field experiences. In addition, candidates 
need to do a field experience in a classroom that includes bilingual 
learners (which can be fulfilled through the pre-practicum require- 
ment). Courses include ED 346 Teaching Bilingual Students (elemen- 
tary or secondary education section), and ED 621 Bilingualism, Second 
Language and Literacy Development. Also needed is ED 429 Pre- 
Practicum Experience (or equivalent) with bilingual learners, preferably 
taken the same semester as ED 346 or ED 62 1 . For more information 
please contact Dr. Brisk, brisk@bc.edu or Dr. Paez, paezma@bc.edu. 
Donovan Urban Teaching Scholars Program 

The Donovan Urban Teaching Scholars program is open to 
master's students specifically interested in urban teaching. To qual- 
ify for the program, students must be accepted into one of the 
Master of Education licensure programs in teaching listed above. All 
Donovan Scholars must complete a teacher education program in Early 
Childhood, Elementary, Secondary, Reading, Moderate Special Needs, 
or Severe Special Needs Teaching. A cohort of 30 students is selected 
each year from students applying to an M.Ed, teacher licensure pro- 
gram and financially supported from the Donovan Scholars program, 
which carries a half-tuition scholarship. 
Certificate of Advanced Educational Specialization (C.A.E.S.) 

The C.A.E.S. course of study is designed for currently licensed 
educators who already have a master's degree and seek a higher level 
of specialization in Curriculum and Instruction. For further informa- 
tion on the C.A.E.S. program in Curriculum and Instruction, con- 
tact the Office of Graduate Admissions, Financial Aid, and Student 
Services, Campion 135, Lynch School, Boston College, Chestnut Hill, 
Massachusetts 02467-3813, 617-552-4214. 
Doctoral Program (Ph.D.) in Curriculum and Instruction 

The doctoral program in Curriculum and Instruction is for people 
who hold, or plan to assume, leadership positions in curriculum, 
instruction, and teacher education in schools, school systems, or other 
related instructional environments. It is also designed for candidates 
who are preparing for a career in curriculum and instruction or teacher 
education at the college, university, or staff development level. 

Courses and related program experiences are designed to develop 
scholarly methods of inquiry in teaching, teacher education, cur- 
riculum development and evaluation, and professional development. 
There is a complementary emphasis on designing and researching 
effective instruction. Students who plan to work in school settings 
may pursue programs that will help them develop expertise in several 
areas of instruction such as mathematics, literacy, technology, science. 



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history, or combinations thereof. Students who plan to work at the 
post-secondary level may pursue specialties in curriculum or teacher 
preparation in a specific subject area. 

The program of studies requires a research core that will familiar- 
ize students with quantitative and qualitative research methodology 
and develop the candidate's expertise for analyzing and conducting 
research. Also required are advanced-level core courses in curriculum 
and teaching theory, research, and practice. Programs of studies are 
carefully planned on an individual basis to help candidates meet their 
goals related to scholarship, professional, and career paths. Throughout 
their doctoral programs, candidates work closely with faculty in 
research and teaching activities related to one of four areas of specializa- 
tion: critical pedagogy, diversity, and social justice; curriculum, policy, 
and school reform; language, literacy, and learning; and mathematics, 
science, and technology. 

Department of Educational Leadership and Higher 
Education 

The Department of Educational Leadership and Higher Education 
prepares educational leaders for institutions involved in the education 
of youth and adults from preschool through university and continuing 
education levels. The department is committed to preparing leaders 
who proactively bring foundational perspectives from sociology, psy- 
chology, history, and philosophy, as well as social justice and public 
policy concerns to their analysis and articulation of educational issues. 
Course work, coupled with field-based learning experiences attempt to 
develop reflective practitioners who integrate theory with practice in 
their professional agenda. 

Programs in Educational Leadership 

Master of Education (M.Ed.) in Educational Administration 

Educators with limited or no experience as administrators and 
those preparing for various administrative positions in public or private 
elementary, middle, or secondary schools can participate in the master's 
program in educational leadership. Most students admitted to the mas- 
ter's program have teaching experience but little or no prior graduate 
study in educational leadership. To be licensed, one must have at least 
three years of teaching experience. 

At the conclusion of their program of studies, students sit for a 
one-hour oral comprehensive examination. The comprehensive exami- 
nation is based on their course work, related program experiences, and 
their practicum experience. 

Certificate of Advanced Educational Specialization Degree Program 
(C.A.E.S.) 

The C.A.E.S. course of study is designed for currently practicing 
educators who already have a master's degree and who do not plan to 
pursue a doctoral degree but seek a higher level of specialization or 
professional licensure in a particular field. For further information on 
the C.A.E.S. program in Educational Leadership, contact the Office of 
Graduate Admissions, Financial Aid, and Student Services, Campion 
135, Lynch School, Boston College, Chestnut Hill, MA 02467-3813, 
617-552-4214. 
Doctoral Program (Ed.D.) in Educational Leadership 

The Lynch School offers a three-year accelerated doctoral pro- 
gram for practicing school administrators — the Professional School 
Administrators Program (PSAP). This program, in conjunction with 
completion of the requirements for the certification as district 
superintendent through the Massachusetts Association of School 



Superintendents and the Leadership Licensure Program (LLP), leads 
to the Ed.D. degree. The PSAP is open to principals, superintendents, 
assistant superintendents, and other central office administrators from 
elementary, middle, and secondary schools. Admission to this program 
is offered in alternate years and the next cohort will be admitted in 
2013. 

Applicants must be currently practicing in their administra- 
tive area. More information is available from the Office of Graduate 
Admissions, Financial Aid, and Student Services, Campion 135, Lynch 
School, Boston College, Chestnut Hill, MA 02467-3813, 617-552- 
4214. 

Programs in Higher Education 

Master of Arts (M.A.) in Higher Education 

The Master's degree in Higher Education prepares students for 
entry-level and mid-level positions in student affairs as well as in other 
professional areas in colleges, universities, and policy organizations. 
The M.A. program consists of 30 credit hours of required and elective 
course work and field experiences. The program may be completed in 
one academic year and one summer by students interested in full-time 
study. Students may also elect to complete the program on a part-time 
basis. In addition to a core of foundational courses in higher education, 
the program offers students the opportunity to focus on one of the fol- 
lowing concentrations: 

• Student Affairs 

• Higher Education Administration 

• Catholic University Leadership 

Faculty advisors work with students on an individual basis to 
design programs of study and applied field experiences according to the 
individual student's background, interests, and goals. 
Doctoral Degree (Ph.D.) in Higher Education 

The doctoral program prepares students for senior administrative 
and policy management posts at colleges and universities and for careers 
in teaching and research. The program offers students the opportunity 
to focus on one facet of higher education, including administration and 
policy analysis in higher education; student development and student 
affairs; international and comparative higher education; organizational 
culture and change; and the academic profession. In addition, students 
may choose other topics that are relevant to the administration of post- 
secondary education and to research. 

A special feature is the Center for International Higher Education, 
linking the Lynch School's higher education program with Jesuit 
colleges and universities worldwide. This initiative, as well as other 
international efforts, provides a significant global focus to the higher 
education program. 

The doctoral program requires 54 credit hours of course work, 
48 of which must be beyond the 400 level. At least six hours of dis- 
sertation direction is needed. The Ph.D. program is organized into 
several tiers of study. These include a core of foundational studies in 
higher education; methodological courses; specialized elective courses 
in higher education and related fields, including research seminars; and 
research. In the context of a rigorous selection of courses, students are 
encouraged to pursue their own specific interests in higher education. 



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Department of Counseling, Developmental, and 
Educational Psychology 

During their first year, all matriculated students should work with 
the Director of Student Services in the Office of Graduate Admissions, 
Financial Aid, and Student Services and/or their academic advisors to 
complete a program of studies. Master's and doctoral students must file 
their program of studies with Office of Graduate Admissions, Financial 
Aid, and Student Services. 

Programs in Counseling and Counseling Psychology 

Programs in Counseling and Counseling Psychology have as a 
mission the preparation of mental health counselors and school coun- 
selors at the master's level and counseling psychologists at the Ph.D. 
level for competent professional practice in schools, universities, and a 
variety of non-school health care delivery settings. 

The primary focus of the multi-level program is the facilitation of 
healthy functioning in clients and a respect for individual and cultural 
differences. Competencies are developed in psychological theories of 
personality and behavior, human development, counseling strategies, 
and career development. Developmental concepts are integrated with 
supervised practice through field placements and varied instructional 
approaches. 
Master of Arts (M.A.) in Counseling 

The Master of Arts degree in Counseling is a two-year, full-time 
program designed for candidates who wish to work as counselors 
in mental health agencies or in school settings. The Mental Health 
Counselor sequence is a 60 semester-hour program, and the School 
Counselor sequence is a 42 semester-hour program. A 48 semester- 
hour mental health sequence is also available for students not seeking 
mental health licensure. 

The first year of both sequences is devoted primarily to course 
work. School Counseling students, however, do spend one day a week 
at a school in the second semester of the first year to meet pre-pract- 
icum requirements. Persons selecting the Mental Health Counselor 
sequence are expected to take one required course during the Summer 
Session. They may also take additional elective courses during the 
Summer Session if they wish to reduce their course load during the 
second year in the program. 

The second year of the program includes a full-year, half-time 
internship placement and the completion of remaining academic 
requirements for Mental Health Counselor students and a full-year, 
full-time practicum placement and the completion of remaining aca- 
demic requirements for School Counselor students. For the Mental 
Health Counselor sequence, students spend a minimum of 600 clock 
hours in their field placement. For the School Counselor sequence, 
students complete a practicum (450 clock hours) followed by a clinical 
experience (600 clock hours) in a school setting. 

Prerequisites for enrollment in the Master of Arts program in 
Counseling consist of evidence of undergraduate preparation in person- 
ality theory, research methods and basic statistics, and developmental 
psychology. Students who have not majored in psychology will be 
expected to choose appropriate electives in their master's program to 
fulfill these requirements. Candidates will select the Mental Health 
Counselor or School Counselor option prior to enrolling in the program. 

The 60 semester-hour Mental Health Counselor sequence of 
study reflects the professional standards recommended by the American 
Counseling Association and the Massachusetts Board of Allied Mental 



Health and Human Services Professionals. This sequence is designed to 
meet the pre-master educational requirements for licensing as a Mental 
Health Counselor in the state of Massachusetts. Licensing is granted by 
the Massachusetts Board of Allied Mental Health and Human Service 
Professionals and the requirements are subject to change by the state. 

The School Counselor sequence is designed to meet the profes- 
sional standards recommended by the Interstate Certification Compact 
(ICC), Massachusetts Department of Education. This sequence is 
designed to meet the educational requirements for licensure as a school 
counselor in the state of Massachusetts. Licensure is granted by the 
state Department of Education and requirements are subject to change 
by the state. Students seeking licensure in Massachusetts must pass the 
Massachusetts Tests for Educator Licensure. 

Within the Mental Health Counselor sequence, students may 
focus more intensively on children or adolescents by selecting electives 
that emphasize these populations. Similarly, in the School Counselor 
sequence, students may select the elementary/middle school track 
(grades pre-K-9) or the middle/high school track (grades 5-12). The 
track must be selected early in course work since the student must fol- 
low prescribed curriculum standards. 

The list of specific courses required for each sequence is available 
in the Counseling, Developmental, and Educational Psychology Office 
and on the Lynch School website under Programs of Study. 
Doctoral Program (Ph.D.) in Counseling Psychology (APA accredited) 

The doctoral program in Counseling Psychology, through 
advanced course work and supervised internships, builds on prior 
graduate training and professional experience. Using a developmental 
framework and a scientist-practitioner model of training, the program 
helps students acquire the following competencies: ability to compre- 
hend and critically analyze current literature in the field; understanding 
of major theoretical frameworks for counseling, personality, and career 
development; skills to combine research and scientific inquiry; knowl- 
edge and practice of a variety of assessment techniques; respect for and 
knowledge of diverse client populations; ability to provide supervision, 
consultation, and outreach; commitment to the ethical and legal stan- 
dards of the profession including sensitivity to individual, gender, and 
cultural differences; and, demonstrated competencies with a variety of 
individual and group counseling approaches in supervised internships. 

The doctoral program in Counseling Psychology accepts applica- 
tions from applicants with a master's degree prior to applying as well 
as from applicants who wish to pursue their doctoral education directly 
after their undergraduate education (Direct Admit). The Doctoral 
program (Ph.D.) in Counseling Psychology is accredited by the 
American Psychological Association (Office of Program Consultation 
and Accreditation, 750 First Street, NE, Washington, DC 20002; 202- 
336-5979) and is designed to qualify candidates for membership in that 
organization and Division 17 (Counseling Psychology). The program 
is designed to provide many of the professional pre-doctoral education- 
al requirements for licensure as a Psychologist in the Commonwealth 
of Massachusetts and for inclusion in the National Register of Health 
Care Providers. Licensure requirements in Massachusetts include an 
additional year of post-doctoral supervised experience. 

The entering doctoral student who has not completed all of the 
educational prerequisites for the M.A. in Counseling must complete 
them during the initial year of enrollment in the doctoral program. 



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Decisions regarding this aspect of the student's course work will be 
based on a review of the student's background by the assigned advisor 
and the director of doctoral training. 

Once admitted, doctoral students are required to complete cours- 
es in each of the following broad areas that fulfill the basic professional 
training standards: scientific and professional ethics and standards, 
research design and methodology, statistical methods, psychological 
measurement, history and systems of psychology, biological bases of 
behavior, cognitive-affective bases of behavior, social bases of behavior, 
individual differences, and professional specialization. 

The Ph.D. in Counseling Psychology requires five years of full- 
time academic study, doctoral comprehensives, and advanced practica, 
including a year of full-time internship and successful defense of a dis- 
sertation. Other departmental requirements for the Ph.D. are discussed 
above. 

Programs in Applied Developmental and Educational 
Psychology 

The theoretical orientation of the programs in Applied 
Developmental and Educational Psychology is development and learn- 
ing in sociocultural context. The programs are designed to develop 
expertise in integrating theory, research, and application to the devel- 
opment of children, adolescents, and adults. 

Two degrees are offered: the master's degree in Developmental and 
Educational Psychology and the Ph.D. in Applied Developmental and 
Educational Psychology. See the Department of Teacher Education/ 
Special Education and Curriculum and Instruction descriptions for the 
licensure in Early Childhood Teacher Education program. 

The doctoral program in Applied Developmental and Educational 
Psychology accepts applications from applicants with a baccalaureate or 
master's degree in psychology or a related field. Most applicants have 
some research experience as well as practice/education experience in 
the field. 

Master's Programs (M.A.) in Applied Developmental and Educational 
Psychology 

The M.A. degree focuses on the unique characteristics, crises, and 
developmental tasks of people at specific periods in their lives, includ- 
ing the social, affective, biological, and cognitive factors that affect 
development. The program is designed for those pursuing knowledge 
of theory and research in the area of life span development, and for 
those practitioners (counselors, nurses, personnel specialists, teachers, 
social workers) seeking a greater understanding of the populations they 
serve. The M.A. degree does not lead to licensure. Those possessing a 
degree in this option are employed in a number of developmentally- 
oriented settings, (e.g., residential care centers, prisons and correction 
centers, children's museums and parks, adult and industrial educational 
facilities, personnel departments, governmental offices, and hospitals). 
Graduates also serve as educational instructors and/or consultants in 
these settings. 

The program is designed to give maximum flexibility to suit 
individual needs and involves the choice of one of the following six 
focus areas: 

• Education Focus for those who plan to work with children or 
adolescents in an educational setting. 

• Research Focus for those who want advanced preparation for 
doctoral study in developmental or educational psychology or to 
move directly into a research position. 



• Prevention and Promotion Focus for those who wish to work at 
the individual or program level in human or social service pro- 
grams, advocacy, or policy institutions. 

• Community and Social Justice Focus for those who wish to 
work in social service or social change programs in and with 
local, national, and international community contexts. Students 
with particular interests in Human Rights and International 
Justice are encouraged to consider the Certificate offered by the 
Boston College Center for Human Rights and International 
Justice which can be completed concurrently with this focus. 

• Early Childhood Specialist Focus for those who seek to develop 
a strong conceptual and empirical understanding of child devel- 
opment and family systems with relevance to application during 
the early childhood years. 

• Individualized Focus for those who want to design a specialized 
program in an area not covered by the other four focus areas. 
Students work closely with a faculty advisor and/or the Director 

of Student Services to design a program of study that should be 
completed in the first semester of matriculation. A listing of specific 
course requirements may be obtained from the Office of Graduate 
Admissions, Financial Aid, and Student Services, Campion 135. 
Doctoral Program (Ph.D.) in Applied Developmental and Educational 
Psychology 

The doctoral program in Applied Developmental and Educational 
Psychology educates both researchers and practitioners. Through 
research and practice, the faculty seeks to employ developmental theory 
and research to inform policy and improve practice in educational, 
community, and policy settings. The primary focus of the program is 
development and learning in sociocultural context, with attention to 
diversity in gender, race, class, ethnicity, and physical and mental chal- 
lenges. Individual development is examined in relation to social factors 
and the interaction of biological, environmental, and social structural 
factors. Educational, human service and social justice applications are 
emphasized, and work with diverse populations in a range of settings 
is a major focus. 

The faculty brings five areas of specialization to these central 
themes: a focus on individual differences in development, including 
social competencies, behavior problems, and core language, math, 
and critical thinking skills; a focus on interpersonal processes such as 
parenting and peer relations; assessment of proximal contexts such as 
families, schools, and communities; attention to cultural and social 
structural forces including racism, ethnic discrimination, poverty, and 
abuses of political power; and finally, translation of research into prac- 
tice and social policy. 

The range of careers available to Applied Developmental and 
Educational Psychology graduates with a Ph.D. includes university 
teaching, research, advocacy, consultation, and positions in business, 
governmental agencies, and human service organizations. 

The program guidelines promote active engagement in research 
with faculty mentors for all students throughout their doctoral pro- 
gram. In addition to this mentored training, the curriculum requires 
that students take core courses in (1) social, affective, and cognitive 
development and the contexts of development; (2) qualitative and 
quantitative research methods and statistics; (3) professional develop- 
ment and teaching preparation; and, (4) application to practice and 
policy. In addition, students develop expertise in targeted areas of 
psychology through selected elective courses and through their research 



The Boston College Graduate Catalog 2012-2013 



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Education 



and practice experiences. Finally, students with a particular interest in 
human rights and social justice can obtain a Certificate through the 
BC-based Center for Human Rights and International Justice. 

Department of Educational Research, Measurement, 
and Evaluation 

Studies in Educational Research, Measurement, and Evaluation 
are designed to prepare researchers with specialized competence in 
testing, assessment, applied statistics, the evaluation of educational 
programs, and in research methodology for the social sciences and 
human services. 

Master of Education (M.Ed.) in Educational Research, Measurement, 
and Evaluation 

The Educational Research, Measurement, and Evaluation 
(ERME) program at the Lynch School combines the study of research 
design, statistical methods, and testing and assessment with a research 
focus on major contemporary education policy issues. The program 
is designed to prepare students for research and academic careers in 
education, social sciences and human services. 

The master's program prepares graduate students with fundamen- 
tal skills in testing, assessment, the evaluation of educational innova- 
tions, and in quantitative and qualitative social science research meth- 
ods. A minimum of 30 semester-hours and satisfactory performance on 
a comprehensive examination are required for the M.Ed, degree. 
Doctoral Program (Ph.D.) in Educational Research, Measurement, 
and Evaluation 

This program prepares researchers with specialized competence in 
testing, assessment, the evaluation of educational innovations, and in 
quantitative and qualitative social science research methodology. 

A student without a master's degree may apply directly to the doc- 
toral program in Educational Research, Measurement, and Evaluation. 
However, note that this Direct Admit option is appropriate only when 
the applicant has demonstrated exceptional academic achievement and 
has acquired relevant research experience. 

Emphasis is on the application of research design and statisti- 
cal methods in making measurements and drawing inferences about 
educational and social science problems, with special attention given to 
methods of testing, assessment, data collection, policy issues, and statis- 
tical analysis of data. Students are expected to develop an understand- 
ing of modern techniques of test construction and evaluation, design of 
research and experiments, univariate and multivariate statistical analysis 
of data, and psychometric theory. Training and experience are provided 
in the use of specialized computer software for statistical analysis. 

Since the important issues in these areas require more than techni- 
cal solutions, the program also attends to non-technical social, ethical, 
and legal issues. Care is taken to design programs of study and experi- 
ence according to the individual student's needs, interests, and goals. 

Students may choose an additional concentration in Developmental 
and Educational Psychology, Special Education, Computer Science 
and Management, Educational Administration, or other areas. 

Graduates of the program are qualified for academic positions in 
university departments of education and social sciences. They also are 
qualified for research and testing specialist positions in universities, 
foundations, local education agencies, state and regional educational 
organizations, and in research and development centers. 



Dual Degree Programs 

The Lynch School offers six dual degree programs in col- 
laboration with the Boston College Law School, the Carroll School of 
Management, and the Institute for Religious Education and Pastoral 
Ministry in the School of Theology and Ministry (STM). 

Dual Degree Programs — Law and Education 

The dual degree programs in law and education are designed for 
students interested in serving the combined legal and educational needs 
of students, families, and communities in our nation. They reflect the 
University's mission to promote social justice and to prepare men and 
women for service to others. The programs prepare students to meet 
the needs of individuals who have traditionally not been well served by 
the nation's schools. The programs are designed to serve the needs of 
persons who wish to combine knowledge about education and applied 
psychology with legal knowledge and skills to better serve their clients 
and constituencies. The programs offer an opportunity to further the 
University's goals in promoting interdisciplinary inquiry and integrat- 
ing the work of service providers. 

Students admitted to the program may expect to receive both a 
master's degree in Education (M.Ed, in Curriculum and Instruction 
or Educational Administration or M.A. in Higher Education) and the 
Juris Doctor G-D-) degrees in approximately three and a half years, 
or three years and two summers, rather than the four or more years 
such degrees would normally entail if taken separately. Students must 
matriculate and spend at least one semester of residence in the Lynch 
School. 

Students seeking to pursue the J. D. /M.Ed, or J.D./M.A. dual 
degree must file separate applications to, and be admitted by, both 
their intended Education program in the Lynch School and the Boston 
College Law School. Any student seeking licensure or human services 
licensure must meet all of the requirements in the Lynch School for 
that licensure. Students seeking licensure in Massachusetts must pass 
the Massachusetts Tests for Educator Licensure (MTEL) . 

All Lynch School admissions requests should be addressed to the 
Office of Graduate Admissions, Financial Aid, and Student Services, 
Campion 135, Lynch School, Boston College, Chestnut Hill, MA 
02467-3813, 617-552-4214. The BC Law School accepts applications 
from mid-September through March 1 for the class entering in August. 
Contact them directly for further information at Office of Admissions, 
BC Law School, 885 Centre Street, Newton Centre, MA 02459, 617- 
552-8550. 

Dual Degree Program — Management and Higher 

Education (M.B.A./M.A.) 

This dual degree program will provide students in higher educa- 
tion with an opportunity for professional training in resource manage- 
ment. The M.B.A./M.A. program will prepare students to assume 
leadership positions in such areas as financial management, resource 
planning, and technology management in major universities and 
policy-making institutions in post-secondary education. 

Students admitted to the program may expect to receive 
both a master's degree in education (M.A. in Higher Education 
Administration) and the Master of Business Administration (M.B.A.) 
degrees in three academic years and two summers. Students seeking to 
pursue the M.B.A./M.A. dual degree must file separate applications to, 
and be admitted by, both the Higher Education program in the Lynch 
School and the Carroll School of Management. 



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All Lynch School admissions requests should be addressed to the 
Office of Graduate Admissions, Financial Aid, and Student Services, 
Campion 135, Lynch School, Boston College, Chestnut Hill, MA 
02467-3813, 617-552-4214. The Carroll School of Management has 
an application deadline of March 1 for international students and any 
candidate who wishes to be considered for an assistantship or scholar- 
ship. Domestic applicants not applying for assistantship or scholarship 
may submit their applications by April 1 . Extensions beyond this date 
are granted on an individual basis. 

Dual Degree Program — Pastoral Ministry and 
Counseling (M.A./M.A.) 

The dual M.A. in Pastoral Ministry/M.A. in Counseling 
Psychology program was developed by the School of Theology and 
Ministry and the Lynch School. It is designed for individuals who 
wish to pursue graduate studies that combine theories and practice in 
counseling and psychology with studies in religion and exploration of 
the pastoral dimensions of caregiving. 

It combines the core studies and faculty resources of the 
existing M.A. in Pastoral Ministry (Pastoral Care and Counseling 
Concentration), and the M.A. in Counseling Psychology (Mental 
Health Counselor). It prepares students to seek licensing as profes- 
sional mental health counselors while also providing them with 
theoretical foundations for integrating pastoral ministry and counseling 
techniques. Students seeking to pursue the dual M.A./M.A. program 
must file separate applications to, and be admitted by, both the Lynch 
School master's program in Counseling and the School of Theology 
and Ministry. Any student seeking mental health licensure or school 
counseling licensure must meet all of the requirements in the Lynch 
School for that licensure. Students seeking licensure in Massachusetts 
as school counselors must pass the Massachusetts Tests for Educator 
Licensure (MTEL). 

All Lynch School admissions requests should be addressed to the 
Office of Graduate Admissions, Financial Aid, and Student Services, 
Campion 135, Lynch School, Boston College, Chestnut Hill, MA 
02467-3813, 617-552-4214. The School of Theology and Ministry 
encourages applying for the M.A. program no later than March 1. 
Contact them directly for further information at Admissions, the 
School of Theology and Ministry, 140 Commonwealth Avenue, 
Chestnut Hill, MA 02467-3921, 617-552-6501. 

Dual Degree Program — Pastoral Ministry and 
Educational Leadership (M.AJM.Ed.) 

The dual degree (M.Ed. /M.A.) program in Pastoral Ministry and 
Educational Leadership allows students to combine the foundations 
of educational leadership with a faith-based perspective. Dual degree 
candidates file separate applications to, and are admitted by, both the 
Lynch School master's program in Educational Leadership and the 
School of Theology and Ministry. 

All Lynch School admissions requests should be addressed to the 
Office of Graduate Admissions, Financial Aid, and Student Services, 
Campion 135, Lynch School, Boston College, Chestnut Hill, MA 
02467-3813, 617-552-4214. The School of Theology and Ministry 
encourages applying for the M.A. program no later than March 1. 
Contact it directly for further information at Admissions, the School of 
Theology and Ministry, 140 Commonwealth Avenue, Chestnut Hill, 
MA 02467-3921, 617-552-6501. 



Interdisciplinary Certificate in Human Rights and 
International Justice 

The Center for Human Rights and International Justice offers an 
Interdisciplinary Certificate in Human Rights and International Justice 
to graduate students enrolled in affiliated academic departments in all 
of the university's graduate schools. The Certificate requires the stu- 
dent to: (1) follow a curriculum within his or her graduate studies that 
emphasizes human rights and international justice issues; (2) widen 
his or her interdisciplinary understanding of these issues by complet- 
ing one or more courses designated by the Center in other academic 
departments; (3) complete the Center's Interdisciplinary Seminar in 
Human Rights; and, (4) write a research paper under the Center's 
auspices or complete a practicum supervised by the Center. For more 
information, visit www.bc.edu/centers/humanrights/academics.html. 

Lynch School, Graduate Programs 

Department of Teacher Education/Special Education and 
Curriculum and Instruction 

Early Childhood Education: M.Ed. 

Elementary Education: M.Ed. 

Secondary Education: M.Ed., M.A.T., M.S.T. 

Reading /Literacy Teaching: M.Ed. 

Curriculum and Instruction: M.Ed., Ph.D. 

Professional Licensure (M.A.T./M.S.T.) in English, history, 

earth science biology, mathematics, elementary education, 

and reading. 

Special Education (Moderate Special Needs, Grades Pre-K-8 

and Grades 5-12): M.Ed. 

Special Education (Students with Severe Special Needs, Grades 

Pre-K-12): M.Ed. 

Department of Educational Leadership and Higher Education 

Educational Leadership: M.Ed., Ed.D. 
Higher Education: M.A., Ph.D. 

Department of Counseling, Developmental, and Educational 
Psychology 

Counseling Psychology: M.A., Ph.D. 

Applied Developmental and Educational Psychology: M.A., 

Ph.D. 

Department of Educational Research, Measurement, and 
Evaluation 

Educational Research, Measurement, and Evaluation: M.Ed., 
Ph.D. 

Dual Degrees: Education/Law, Education/Management, 
Education/Pastoral Ministry, and Counseling/Pastoral 
Ministry 

Curriculum and Instruction/Law: M.Ed./J.D. 

Educational Leadership/Law: M.Ed./J.D. 

Educational Leadership/Pastoral Ministry: M.Ed./M.A. 

Higher Education/Law: M.A./J.D. 

Higher Education/Business Administration: M.A./M.B.A. 

Counseling/Pastoral Ministry: M.A./M.A. 



The Boston College Graduate Catalog 2012-2013 



39 



Education 



Faculty 

Albert Beaton, Professor Emeritus; B.S., State Teacher's College at 

Boston; M.Ed., Ed.D., Harvard University 

M. Beth Casey, Professor Emerita; A.B., University of Michigan; 

A.M., Ph.D., Brown University 

John S. Dacey, Professor Emeritus; A.B., Harpur College; M.Ed., 

Ph.D., Cornell University 

George T. Ladd, Professor Emeritus; B.S., State University College at 

Oswego; M.A.T., D.Ed., Indiana University 

George F. Madaus, Professor Emeritus; B.S., College of the Holy 

Cross; M.Ed., State College of Worcester; D.Ed., Boston College 

Vincent C. Nuccio, Professor Emeritus; A.li., Boston College; M.E., 

Ed.D., Cornell University 

Bernard A. O'Brien, Professor Emeritus; A.B., Boston College; A.M., 

Ph.D., Catholic University of America 

John Savage, Professor Emeritus; A.B., lona College; Ed.D., Boston 

University 

Charles F. Smith, Jr., Professor Emeritus; B.S., Bowling Green State 

University; M.S., Kent State University; C.A.S., Harvard University; 

Ed.D., Michigan State University 

Mary Griffin, Associate Professor Emerita; B.A., Mundelein College; 

M.A., Ph.D., University of Chicago 

Irving Hurwitz, Associate Professor Emeritus; A.B., Ph.D., Clark 

University 

Jean Mooney, Associate Professor Emerita; A.B., Smith College; A.M., 

Stanford University; Ph.D., Boston College 

Philip Altbach, / Donald Monan, S.J., University Professor; A.^., 

A.M., Ph.D., University of Chicago 

David Blustein, Professor; B.A., SUNY Stony Brook; M.S., CUNY 

Queens College; Ph.D., Teachers College, Columbia University 

Henry Braun, The Boisi Professorship of Education and Public Policy; 

B.A., McGiU University; M.S., Ph.D., Stanford University 

Maria Estela Brisk, Professor; B.A., Universidad de Cordoba, 

Argentina; M.S., Georgetown University; Ph.D., University of New 

Mexico 

Marilyn Cochran-Smith, /oAk E. Cawthorne Professor; B.A., College 

of Wooster; M.Ed., Cleveland State University; Ph.D., University of 

Pennsylvania 

Rebekah Levine Coley, Professor; B.A., Brandeis University; Ph.D., 

University of Michigan 

Curt Dudley-Marling, Professor; B.A., M.Ed., University of 

Cincinnati; Ph.D., University of Wisconsin at Madison 

Anderson J. Franklin, Honorable David S. Nelson Professional Chair; 

B.A., Virginia Union University; M.S., Howard University; Ph.D., 

University of Oregon 

Lisa Goodman, Professor; B.A., Wesleyan; M.A., Ph.D., Boston 

University 

Andrew Hargreaves, Thomas More Brennan Professor; B.A., 

University of Sheffield; Ph.D., University of Leeds 

Penny Hauser-Cram, Professor; B.S., Denison University; M.A., 

Tufts University; Ed.D., Harvard University 

Janet Helms, Augustus Long Professor; B.A., Ed.M., University of 

Missouri; Ph.D., Iowa State University 

Maureen E. Kenny, Professor and Interim Dean; B.A., Brown 

University; M.Ed., Teachers College, Columbia University; Ph.D., 

University of Pennsylvania 



Jacqueline Lerner, Professor; B.A., St. John's University; M.S., 

Eastern Michigan University; Ph.D., Pennsylvania State University 

Larry Ludlow, Professor and Chairperson; B.A., M.A., California State 

University; Ph.D., University of Chicago 

M. Brinton Lykes, Professor and Chairperson; B.A., HoUins 

University; M.Div., Harvard University; Ph.D., Boston College 

James R. Mahalik, Professor; B.S., M.A., Ph.D., University of 

Maryland 

Michael Martin, Research Professor; B.A, University College Cork; 

M.Sc, Trinity College Dublin; Ph.D., University College DubUn 

Ina MuUis, Professor; B.A., Ph.D., University of Colorado 

Joseph M. O'Keefe, S.J., Professor; B.A., College of the Holy 

Cross; M.A., Fordham University; M.Div., STL, Weston School of 

Theology; M.Ed., Ed.D., Harvard University 

Diana C. PuUin, Professor; B.A., Grinnell College; M.A., J.D., Ph.D., 

University of Iowa 

Dennis Shirley, Professor; B.A., University of Virginia; M.A., New 

School for Social Research; Ed.D., Harvard University 

Robert Starratt, Professor; B.A., M.A., Boston College; M.Ed., 

Harvard University; Ed.D., University of Illinois 

Mary E. Walsh, Daniel E. Kearns Professor; B.A., Catholic University; 

M.A., Ph.D., Clark University 

Lillie Albert, Associate Professor; B.A., DiUard University; M.A., 

Xavier University; Ph.D., University of Illinois at Urbana-Champaign 

Maiea AiaoM, Associate Professor; B.A., B.Mus., Oberlin College; 

M.A., Ph.D., University of Illinois 

G. Michael Barnett, Associate Professor; B.S., University of Kentucky; 

M.S., Ph.D., Indiana University 

Susan Bruce, Associate Professor; A.A., B.A., M.A, Ph.D., Michigan 

State University 

Eric Dearing, Associate Professor; B.A., University of Colorado; M.A., 

Ph.D., University of New Hampshire 

Audrey Friedman, Associate Professor and Assistant Dean, 

Undergraduate; B.S., University of Massachusetts, Amherst; M.S., 

University of Pennsylvania; M.A., University of Massachusetts, 

Boston; Ph.D., Boston College 

Richard M. Jackson, Associate Professor; A.B., American International 

College; Ed.M., Harvard University; Ed.D., Columbia University 

Lauri Johnson, Associate Professor; B.S., M.S., University of Oregon; 

S.D.A., Teachers College, Columbia University; Ph.D., University of 

Washington 

Belle Liang, Associate Professor; B.S., Indiana University; Ph.D., 

Michigan State University 

Ana M. Martinez Aleman, Associate Professor and Chairperson; B.A., 

M.A., State University of New York, Binghamton; Ph.D., University 

of Massachusetts, Amherst 

Katherine tAcHeSi, Associate Professor; B.A., Brown University; M.S., 

Ph.D., University of Michigan 

Patrick McQuillan, Associate Professor; A.B., A.M., Wesleyan 

University; Ph.D., Brown University 

Laura M. O'Dwyer, Associate Professor; B.S, M.S., National 

University of Ireland, Galway; Ph.D., Boston College 

Mariela Paez, Associate Professor; B.S., Cornell University; M.A., 

Tufts University; M.Ed., Ed.D., Harvard University 

Alec F. Peck, Associate Professor and Chairperson; B.A., University of 

San Francisco; M.S., Ph.D., Pennsylvania State University 



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Education 



Joseph J. Pedulla, Associate Professor; B.S., Tufts University; M.S., 
Ph.D., Northeastern University; Ph.D., Boston College 
C. Patrick Proctor, Associate Professor; B.A., Clark University; M.A., 
Stanford University; Ed.D., Harvard University 
David Scanlon, Associate Professor; B.A., M.O.E., University of New 
Hampshire; Ph.D., University of Arizona 

Elizabeth Sparks, Associate Professor and Associate Dean of Graduate 
Studies; B.A., Wellesley College; M.Ed., Teachers College, Columbia 
University; Ph.D., Boston College 

Lisa Patel Stevens, Associate Professor; B.J., University of Nebraska- 
Lincoln; M.Ed., University of San Diego; Ph.D., University of 
Nevada, Las Vegas 

Marina Vasilyeva, Associate Professor; B.A., University of Krasnoyarsk, 
Russia; Ph.D., University of Chicago 

Ted I.K. Youn, Associate Professor; B.A., Denison University; M.A., 
M.Phil., Ph.D., Yale University 

Vincent C\io, Assistant Professor; B.A., Boston College; M.Ed., 
University of Houston; Ph.D., University of Texas at Austin 
Elida V. "Las^, Assistant Professor; B.A., Ed.M., Boston University; 
M.S., Ph.D., Carnegie Mellon University 

Zhushan Li, Assistant Professor; B.A., Shanghai International Studies 
University; M.S., Southern Illinois University at Carbondale; M.S., 
Ph.D., University of Illinois at Urbana-Champaign 
Rebecca J. 'Lov/en\iaapt, Assistant Professor; A.^., Harvard University; 
Ed.M., Harvard University; Ph.D., University of Wisconsin-Madison 
Julie Pacquette MacEvoy, Assistant Professor; B.A., Reed College; 
M.A., Ph.D., Duke University 

^ehe>:ca.yiitc\icW-, Assistant Professor; B.S., M.S., Florida State 
University; Ed.D., Harvard University 

Paul Poteat, Assistant Professor; B.S., Florida State University; M.A, 
Ph.D., University of Illinois at Urbana-Champaign 
Heather Rowan-Kenyon, Assistant Professor; B.S., University of 
Scranton; M.A., Bowling Green State University; Ph.D., University 
of Maryland-College Park 

Lauren P. Saenz, Assistant Professor; A.B., Princeton University; 
Ph.D., University of Colorado 

Pratyusha TntataaSsL-^aita., Assistant Professor; B.A., University of 
Michigan-Ann Arbor; M.A., Ph.D., Michigan State University 
Patricia Weitzel-O'Neill, Executive Director, Barbara and Patrick 
Roche Center for Catholic Education and Senior Lecturer; B.A., 
Wheeling Jesuit University; M.A., Ph.D., St. Louis University 
Nettie Greenstein, Lecturer; B.A., Wesleyan University; Psy.D., 
Massachusetts School of Professional Psychology 
Margaret (Penny) Haney, Lecturer; B.A, Loyola Marymount 
University; M.A., Ph.D., Loyola University 
Anne Homza, Lecturer; B.A., Mount Holyoke College; Ed.M., 
Harvard University; Ed.D., Boston University 
Julia Whitcavitch-Devoy, Lecturer; B.A., St. Lawrence University; 
M.T.S., Harvard University Divinity School; Ph.D., Boston College 

Undergraduate and Graduate Course Offerings 

Note: Future course offerings and courses offered on a periodic 
basis are listed on the web at www.bc.edu/courses. 
ED 300 Secondary and Middle School Science Methods (Fall: 3) 

Provides an active, instructional environment for science learn- 
ing that enables each student to construct knowledge (skill, affective, 
and cognitive) that, in turn, allows them to be prepared to construct 



instructional environments meeting the needs of tomorrow's second- 
ary and middle school students. Activities reflect on current research: 
reform movements of AAAS, NRC, NSTA, inclusive practices, interac- 
tions with experienced teachers, firsthand experience with instructional 
technology, and review and development of curriculum and related 
instructional materials. 
G. Michael Barnett 
ED 301 Secondary and Middle School History Methods (Fall: 3) 

Demonstrates methods for organizing instruction, using original 
sources, developing critical thinking, facilitating inquiry learning, 
integrating social studies, and evaluation. Students will design lessons 
and units, drawing on material from the Massachusetts state history 
standards and other sources. 
Patrick McQuillan 
ED 302 Secondary and Middle School English Methods (Fall: 3) 

Develops knowledge, skills, and dispositions essential for com- 
petent understanding, development, and delivery of effective English 
Language Arts instruction in a diverse classroom. Addresses educational 
and literary theory, pedagogy, assessment, evaluation, content, curricu- 
lum, media literacy, and sensitivity to and respect for adolescents who 
come from a variety of cultures, abilities, interests, and needs. Provides 
knowledge of local, state, and national standards and strategies to help 
students reach those standards. Encourages risk-taking, experimenta- 
tion, flexibility, application of theory, and innovation. Good teaching 
demands open-mindedness, critical reading, writing, and thinking, 
honest reflection, high expectations, ongoing revision, and commit- 
ment to social justice. 
Audrey Friedman 

ED 303 Secondary and Middle School Foreign Language Methods 
(Fall: 3) 

Cross listed with RL 597 

Fulfills Massachusetts licensure requirement methods in foreign 
language education 

For anyone considering the possibility of teaching a foreign lan- 
guage. Introduces students to techniques of second language teaching 
at any level. Students learn how to evaluate language proficiency, orga- 
nize a communication course, review language-teaching materials, and 
incorporate audiovisual and electronic media in the classroom. 
The Department 

ED 304 Secondary and Middle School Mathematics Methods 
(Fall: 3) 

Provides prospective teachers with a repertoire of pedagogi- 
cal methods, approaches, and strategies for teaching mathematics to 
middle school and high school students. Considers the teaching of 
mathematics and the use of technology from both the theoretical and 
practical perspectives. Includes topics regarding performance-based 
assessment and culturally relevant practices for teaching mathematics 
in academically diverse classrooms. 
Lillie Albert 

ED 307 Teachers and Educational Reform (Spring: 3) 
Graduate students by permission only 

This seminar course will provide an introduction to the literature 
on assessment, including considerations related to the design, inter- 
pretation and validation of educational tests. The focus will be on the 
high-stakes uses of these tests, for such purposes as promotion, track- 
ing, high school graduation and college admissions. There will be a 
particular emphasis on issues related to the use of student performance 



The Boston College Graduate Catalog 2012-2013 



41 



Education 



on these tests for purposes of teacher and school accountabiUty. There 
will be three interim assignments and a final project. Students will have 
an opportunity to present a short report based on their project. 
The Department 

ED 308 Bilingualism in Schools and Communities (Fall: 3) 
Successful completion of the courses ED 308 and ED 346 entitles 
students to receive a certificate indicating that you have com- 
pleted the Categories 1,2, and 4 to be considered qualified to teach 
ELLs as noted in the Massachusetts Commissioner of Education's 
Memorandum of June 15, 2004. 

The goal of this course is to prepare students to participate in 
increasingly multilingual and multicultural environments in order to 
better sei've bilingual students, families, and communities. Building on 
theory, research, and practice from the fields of bilingualism, second 
language acquisition, and education, students will learn about the pro- 
cess of language and literacy development in children and adolescents 
who are exposed to more than one language, and the social and cultural 
contexts in which this development occurs. Through the use of case 
studies and school profiles, students will deepen their understanding of 
issues in bilingualism and bilingual education. 
Mariela Paez 

ED 316 Teaching Process and Content in Early Education 
(Spring: 3) 

This course focuses on the development and implementation 
of curriculum in early education. The Massachusetts Guidelines for 
Preschool Learning Experiences and the national standards for develop- 
mentally appropriate practices will be utilized throughout the semester. 
This course will highlight each of the curriculum domains (language/ 
literacy, mathematics, science and technology, social studies, health, 
and the arts) while demonstrating how to build an integrated curricu- 
lum in an early childhood classroom. The importance and value of play 
in the early years will be emphasized, and strategies will be shared to 
help teacher candidates document student learning. 
Mariela Paez 

ED 323 Reading and Special Needs Instruction for Secondary and 
Middle School Students (Spring: 3) 

Develops knowledge of the reading process and how to "teach 
reading the content areas." Students will develop curriculum and 
instruction that integrates reading instruction in the content areas, 
addressing diverse learners. Involves understanding relationship among 
assessment, evaluation, and curriculum; learning what and how to 
teach based on student assessments; developing and providing scaf- 
folded instruction that addresses reading comprehension and critical 
thinking; and integrating reading, writing, speaking, listening, and 
thinking into content curriculum. Also addresses how to help students 
comprehend non-printed text. 
Audrey Friedman 

ED 346 Teaching Bilingual Students (Fall/Spring/Summer: 3) 
Summer course: Section .01 for Elementary Education majors; 
Section .02 for Secondary Education majors 

Deals with the practical aspects of the instruction of teaching 
English Language Learners in Sheltered English Immersion, and 
mainstream classrooms. Reviews and applies literacy and content area 
instructional approaches. Includes such other topics as history and leg- 
islation related to English Language Learners and bilingual education, 
and the influences of language and culture on students, instruction, 



curriculum, and assessment. There are two sections of this course: 

one for elementary and early childhood education majors and one for 

secondary education majors. 

Anne Homza 

Patrick Proctor 

PY 348 Culture, Community and Change (Fall/Spring: 3) 

This course seeks to help students understand how culture and 
community influence the lives of children, families and institutions 
through society's systemic policies and practices. The focus is upon 
human development within a multicultural society in a global world. 
It particularly guides understanding of inequities created by society for 
populations in a minority, powerless, poor and underserved status as 
well as, in contrast, the role privilege plays in setting societal standards 
and the role of human service professionals. A major orientation of the 
class is learning how multi-systemic factors, impact the individual, fam- 
ily, and community across the life span. 
A.J. Franklin 

ED 349 Sociology of Education (Fall: 3) 
Cross listed with SC 468 

This course presents a variety of sociological perspectives of 
schooling by reviewing contemporary debates in the sociology of 
education. Schooling reproduces cultural values and transmits cultural 
norms over generations. Such actions may be examined by analyzing 
the occupational culture of teaching, the social organization of schools, 
the linguistic codes, and the reproductive process of social class. 
Ted Youn 
ED 363 Survey of Children's Literature (Fall/Spring: 3) 

This course explores the influences of children's literature, the 
appeal of children's literature, and the impact of children's literature. 
Students will be expected to develop and apply criteria to evaluate the 
value of using children's literature in different contexts. Critical ques- 
tions will be explored in relation to children's literature. 
The Department 

ED 367 Restructuring the Classroom with Technology (Fall: 3) 
Prerequisite: ED 128, ED 628, or equivalent knowledge of instructional 
software. 
Offered periodically 

This course centers on the use of advanced technologies to explore 
different ways to design instructional materials. The focus of the course 
will be the development of broad-based and intensive projects that 
require familiarity with various system and sofirware applications to 
the degree where unique end products will be generated. Students will 
design curriculum materials that fully integrate appropriate software 
and technology tools. Students will develop a curriculum website and 
use hypermedia authoring systems, graphic packages, and instruction- 
ally relevant software programs to create classroom-specific projects. 
The Department 
ED 373 Classroom Management (Spring: 3) 

Focuses on observation and description of learning behaviors, 
with emphasis on examining the relationship of teacher behavior and 
student motivation. Prepares teachers in analyzing behavior in the 
context of a regular classroom setting that serves moderate special 
needs students and to select, organize, plan, and promote developmen- 
tally appropriate behavior management strategies that support positive 
learning. Also considers theoretical models of discipline and classroom 



42 



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Education 



management strategies, and requires students to propose and develop 

a rationale for selection of specific techniques for specific classroom 

behaviors. 

The Department 

ED 374 Management of the Behavior of Students with Special Needs 

(Fall/Summer: 3) 

Focuses discussion, reading and research on the diagnosis and 
functional analysis of social behaviors, places substantial emphasis on 
the practical application of applied behavior analysis techniques. Also 
discusses alternative management strategies for use in classrooms. 
Alec Peck 

ED 384 Teaching Strategies for Students with Low Incidence 
Multiple Disabilities (Spring: 3) 
Pre-practicum required (25 hours) 

This course is designed to assist the special educator in acquir- 
ing and developing both the background knowledge and practical 
skills involved in teaching individuals who have severe or multiple 
disabilities. The areas of systematic instruction, communication, gross 
motor, fine motor, community and school functioning, collaboration, 
functional and age-appropriate programming are emphasized. The 
role of the educator as developer of curriculum, instructor, and in the 
transdisciplinary team are included. The students should be prepared 
to participate in a one-day-per-week field placement. 
Susan Bruce 
ED 386 Introduction to Sign Language and Deafness (Spring: 3) 

A course in the techniques of manual communication with an 
exploration of the use of body language and natural postures, finger- 
spelling, and American Sign Language. Theoretical foundations of total 
communication will be investigated. Issues related to deafness are also 
presented. 
Edward Mulligan 

ED 389 Assessment of Students with Low Incidence and Multiple 
Disabilities (Fall: 3) 
Pre-practicum required (25 hours) 

This course addresses formal and informal assessment of students 
with intensive needs. Students will become familiar with assessments 
driven by both the developmental and functional paradigms. All 
assessment activities will be founded on the principle that appropriate 
assessment goes beyond the student to include consideration of the 
student's multiple contexts. This course also addresses the lEP, the legal 
mandates behind the process, and the collaborative role of the teacher, 
as part of the educational team, during the assessment and report writ- 
ing processes. 
Susan Bruce 
ED 397 Independent Study: Fifth Year Program (Fall/Spring: 3) 

This course is open to students in the Fifth Year Program only. 
The Department 

ED 398 Working with Families and Human Service Agencies 
(FaU: 3) 
Pre-practicum required (25 hours) 

Explores the dynamics of families of children with special needs 
and the service environment that lies outside the school. After exploring 
the impact a child with special needs may have on a family, including 
the stages of acceptance and the roles that parents may take, focuses on 



some of the services available in the community to assist the family. A 
major activity associated with this course is locating these services in a 
local community. 
Alec Peck 

Graduate Course Offerings 

ED 401 Supervision in Action (Spring: 3) 

This course is designed as an introduction to research-based clini- 
cal supervision models in teacher education. Hands-on application-in 
action includes observational strategies, collaborative assessment logs, 
and summative reports as resources for ongoing data collection. Course 
participants acquire and then apply the Massachusetts Department of 
Education Pre-service Performance Assessment rubric for coaching and 
evaluating student teachers, integrating the BC Teacher Education 
themes that emphasize teaching for equity and social justice. This 
course is restricted to cooperating teachers in BC Partnership Schools 
who are supervising a BC student teacher in a full-time practica and to 
new BC Clinical Faculty. 
Amy Ryan 
PY 418 Applied Child Development (Fall/Spring/Summer: 3) 

This course will help teachers understand principles of learning 
and cognitive, linguistic, social, and affective development as they 
apply to classroom practices. Students will focus on the acquisition of 
strategies that enable them to assess and understand how they and the 
children they work with are constructors of meaning. This course is 
designed for individuals beginning their professional development in 
education who plan to work with children. 
The Department 

ED 420 Initial License Practicum (Fall/Spring: 6) 
Corequisite: ED 432 

A semester-long practicum, five full days per week, for gradu- 
ate students in the following licensure programs: Early Childhood, 
Elementary, Secondary, and Intense Special Needs. Placements are 
made in selected area, international, out-of-state, or non-school sites. 
Apply to the Office of Practicum Experiences and Teacher Induction 
during the semester preceding the placement: by March 15 for fall 
placements and by October 15 for spring placements. 
Fran Loftus 
Melita Malley 
ED 421 Theories of Instruction (Spring: 3) 

This provides an in-depth review of modern instructional models 
classified into selected families with regard to perception of knowledge, 
the learner, curriculum, instruction, and evaluation. Each student will 
be asked to survey models in his/her own field(s) and to select, describe, 
and defend a personal theory in light of today's educational settings 
based upon personal experiences, reflection on current research, and 
contemporary issues central to the education of all learners. 
Lillie Albert 

ED 429 Graduate Pre-Practicum (Fall/Spring: 1) 
Corequisite: ED 431 
Graded as pass/fail 

This is a pre-practicum experience for students in graduate 
programs leading to certification. Placements are made in selected 
school and teaching-related sites. Apply to the Office of Practicum 
Experiences & Teacher Induction during the semester preceding the 



The Boston College Graduate Catalog 2012-2013 



43 



Education 



placement by April 1 5 for fall placements and December 1 for spring 
placements. Students who are accepted into a program after the dead- 
lines are requested to submit the application upon receipt. 
Fran Loftus 
Melita Malley 

ED 431 Graduate Inquiry Seminar: One (Fall: 1) 
Corequisite: ED 429 

The course will coincide with the pre-practicum experience. It is 
designed to introduce teacher candidates to inquiry as stance and the 
skills necessary to conduct classroom-based research that leads to pupil 
achievement and teaching for social justice. The course is designed to 
help teacher candidates mediate the relationships of theory and prac- 
tice, pose questions for inquiry, learn through reflection and discussion, 
learn from their students and colleagues, construct critical perspectives 
about teaching, learning, and schooling, and to improve teaching and 
learning. The second part of this sequence is 432 which is taken in 
conjunction with full-time student teaching (ED 420). 
The Department 

ED 432 Graduate Inquiry Seminar: Two (Fall/Spring: 2) 
Corequisite: ED 420 
Donovan Urban Scholars must enroll in ED432.08. 

The primary goal of this capstone seminar is to initiate teacher 
candidates into the practice of teacher research or collaborative inquiry 
for action. Collaborative Inquiry for Action is an ongoing, collaborative 
process of systematic and self-critical inquiry by educators about their 
own schools and classrooms in order to increase teachers' knowledge, 
improve students' learning, and contribute to social justice. This final 
project will be presented at a roundtable presentation at the end of the 
semester and also satisfies the M.Ed., M.A.T., M.S.T. Comprehensive 
Examination in Education. 
The Department 

ED 433 Counseling Techniques in Higher Education (Fall/Summer: 3) 
Not appropriate for Mental Health or School Counseling students 

Provides an introduction to theoretically-based counseling skills 
for professionals in higher education and other education and com- 
munity settings. The areas of communications skills involving the use 
of role-playing, observation, and practice components are emphasized. 
Postsecondary case studies cover a range of counseling issues and are 
applicable to a wide range of settings involving late adolescents and 
adults. 

The Department 
ED 435 Social Contexts of Education (Fall/Spring/Summer: 3) 

Examines the role of situational, school, community, peer, and 
family factors on the education of children. Participants in the course 
will strive to understand the effects of their own social context on 
their education, to develop strategies to help students understand their 
context, and to understand and contribute to what schools can do 
to improve teaching and learning and school culture for all students 
regardless of internal and external variables. 
The Department 
ED 436 Curriculum Theories and Practice (Fall/Spring: 3) 

Asks teachers to analyze the philosophical underpinnings of edu- 
cational practices. Also asks teachers to examine their own philosophies 
of education and to construct meaning and practice from the interplay 
between their beliefs and alternative theories. Designed for individuals 
advanced in their professional development. 
The Department 



ED 438 Instruction of Students with Special Needs and Diverse 
Learners (Fall/Spring/Sumraer: 3) 

This course focuses on the education of students with disabilities 
and other learners from culturally and linguistically diverse back- 
grounds. The goal of the course is to promote access to the general 
curriculum for all students through participation in standards-based 
reform. Universal Design for Learning (UDL) provides the theoreti- 
cal framework for this course. Through an examination of historical 
milestones, landmark legislation, systems for classification, approaches 
to intervention, and the daily life experiences of diverse learners, stu- 
dents acquire knowledge about diversity and the resources, services, and 
supports available for creating a more just society through education. 
Richard Jackson 

PY 440 Principles and Techniques of Counseling (Fall/Summer: 3) 
Summer course is intended for non-counseling majors only. 

Provides an introduction to counseling principles and techniques 
with an emphasis on interviewing skills. The areas of communica- 
tion skills involving the use of role playing, observation, and practice 
components are emphasized. Training consists of peer role-plays and 
laboratory experiences with individual and group supervision. 
The Department 
PY 444 Theories of Counseling and Personality I (Fall: 3) 

First part of a year-long sequence examining personality and 
counseling theories. To introduce students to major theories of per- 
sonality in the field of psychology and how theories are applied in 
constructing counseling and psychotherapy models. Students will focus 
on humanistic, behavioral, and cognitive personality theories and how 
they become operationalized in person-centered, behavioral, and cogni- 
tive counseling models, respectively. In addition to examining the theo- 
retical foundations, client and counselor dimensions, techniques, and 
the active ingredients of change for these major models of personality 
and counseling, students examine how socio-cultural context contrib- 
utes to client presenting concerns and may be addressed in counseling. 
James Mahalik 

PY 445 Child Psychopathology (Fall: 3) 

Preference in enrollment will be given to students in the School 
Counseling program. 

Introduces the theory and research that provide the context for 
understanding the socio-emotional problems of children. Places par- 
ticular emphasis on the role of risk and protective factors as they con- 
tribute to children's resilience and vulnerability to childhood problems. 
Considers implications for clinical practice and work in school settings. 
Julie MacEvoy 

PY 446 Theories of Counseling and Personality II (Spring: 3) 
Prerequisite: PY 444 

Second part of a year-long sequence examining personality and 
counseling theories. Continues introduction to major theories of per- 
sonality in the field of psychology and how those theories are applied 
in constructing counseling and psychotherapy models. Focuses on 
psychoanalytic personality and counseling models as well as critical 
theory as manifested in the psychology of gender and counseling mod- 
els that integrate gender into working with clients. Specifically, for each 
model, students will examine the theoretical foundations developed 
in its theory of personality, relevant client and counselor dimensions, 
counseling techniques, and the active ingredients of change that each 
model uses in bringing about change. 
The Department 



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ED 447 Literacy and Assessment in the Secondary School (Fall/ 
Summer: 3) 

This course is an advanced study of literacy processes and strate- 
gies for use with students, including multiple subjects and content 
areas, and those literacies used outside of school contexts. Participants 
will investigate and regard literacy as social practice, situated in particu- 
lar contexts and accessible to particular participations. 
The Department 
PY 447 Applied Adolescent Development (Fall/Spring/Summer: 3) 

This course is designed to provide students with an overview of 
the theoretical and empirical knowledge base concerning adolescent 
development. In particular, four broad areas will be considered: (1) 
psychological, biological, and cognitive transitions; (2) central devel- 
opmental tasks of adolescence; (3) primary contextual influences; and 
(4) prevalent types of problematic functioning that emerge during 
adolescence. The overarching goals of the course are to provide a solid 
and broad understanding of how and why adolescents develop in the 
manner they do, and to extend this developmental understanding into 
research, application, and practice. 
Jacqueline Lemer 
Rehekah Levine Coley 
Belle Liang 
PY 448 Career Development (Fall/Spring: 3) 

Provides students with a comprehensive introduction to the 
theoretical and practice aspects of career development and the psychol- 
ogy of working. Students learn existing theories and related research 
pertaining to the vocational behavior of individuals across the life span. 
Through readings, case discussions, and lectures, students learn how 
to construct effective, ethical, and humane means of helping people to 
develop their work lives to their fullest potential. 
David Blustein 

ED 451 Human Resources Administration (Spring: 3) 
Offered biennially 

Addresses fundamental school personnel functions such as hir- 
ing, retention, socialization, rewards and sanctions, and performance 
appraisal. These functions, however, are situated in a broader approach 
to the human and professional development of school personnel in a 
learning organization. Situates human resource development within 
the larger agenda of increased quality of student learning and teacher 
development. 
The Department 

ED/PY 460 Interpretation and Evaluation of Research (Fall/Spring/ 
Summer: 3) 

Mental Health counseling students must take PY460.12. Other sec- 
tions do not meet licensing requirement for mental health students. 

This course will improve a students' understanding of the empiri- 
cal research literature in education and psychology. It concentrates 
on developing the conceptual foundations of empirical research and 
the practical analytic skills needed by a competent reader and user of 
research articles. Topics address purpose statements, hypotheses, sam- 
pling techniques, sample sizes and power, instrument development, 
internal and external validity, and typical quantitative research designs. 
Exercises emphasize the critical evaluation of published research. Each 
student will develop a research proposal. 
Larry Ludlow 
Lauren Saenz 



ED/PY 461 Human Rights Interdisciplinary Seminar (Spring: 3) 

Prerequisite: Admission by instructor permission only 
Cross listed with LL 461, TH 461, UN 461 
Satisfies ABA Writing Requirement for Law Students 

An interdisciplinary understanding of and responses to the com- 
pelling human rights challenges. Focus this year on how human rights 
are affected by refugee movement and migration, especially in the con- 
text of humanitarian crisis, war, and grave forms of economic injustice. 
Interdisciplinary attention to ethical, religious, political, legal, and psy- 
chosocial issues involved. Applications invited from students enrolled 
in graduate or professional degree in any of Boston College's divisions. 
See full description on Center s website at: http://www.bc.edu/centers/ 
humanrights. Apply by submitting brief statement explaining the stu- 
dents interest (250 words maximum) to CHRIJ (humanrights@bc.edu 
before Monday, December 3, 2012. 
David Hollenhach, S.J. 
ED/PY 462 Assessment and Test Construction (Fall: 3) 

This course addresses the major issues of educational assessment, 
with emphasis on the characteristics, administration, scoring, and 
interpretation of both formal and informal assessments, including but 
not limited to tests of achievement. All forms of assessment are exam- 
ined including observation, portfolios, performance tasks, and paper- 
and-pencil tests, including standardized tests. Basic techniques of test 
construction, item writing, and analysis are included. Standardized 
norm-referenced tests and statewide testing programs are also examined. 
The Department 

PY 464 Intellectual Assessment (Fall: 3) 
Offered biennially 

For Ph.D. students in Counseling Psychology, all others by permis- 
sion only 

Critically analyses measures of intellectual functioning, with a 
focus on the Wechsler scales. Develops proficiency in the administra- 
tion, scoring, and interpretation of intelligence tests and communica- 
tion of assessment results. In addition, addresses critical questions 
regarding the use of those instruments, including theories of intelli- 
gence, ethics of assessment, and issues of bias and fairness in the assess- 
ment of culturally diverse and bilingual individuals. 
Julie MacEvoy 
PY 465 Psychological Testing (Fall/Spring: 3) 

Introduces psychometric theory, selection, and use of standard- 
ized aptitude, ability, achievement, interest, and personality tests in the 
counseling process from a social justice perspective. Includes measure- 
ment concepts essential to test interpretation, and experience in evalu- 
ating strengths, weaknesses, and biases of various testing instruments. 
Students will gain laboratory experience in administration, scoring, and 
interpretation of psychological tests. 
Janet Helms 
Julie MacEvoy 

ED 466 Program Evaluation I (Fall: 3) 
ED 466 is a prerequisite for ED 467 Program Evaluation II. 

This course addresses the theoretical and philosophical founda- 
tions of program evaluation, with emphasis on the roles of social and 
political theory, methodology, epistemology, and philosophy of science 
in various models of evaluation in education. Each evaluation model 
will be examined in terms of the purpose, knowledge construction, the 



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role of the evaluator, relationship to objectives, relationship to policy 

and decision-making, criteria, and design. The course also includes a 

focus on issues of value-neutrality and value judgment. 

Lauren Saenz 

ED 467 Program Evaluation II (Spring: 3) 

Prerequisite: ED 466 or consent of instructor 

This course will cover the basic steps in planning and carrying 
out a program evaluation. Topics covered will include identification 
and selection of measurable objectives, choice of criteria, instruments, 
addressing limitations related to various issues, analysis of data, inter- 
pretation and reporting of data, and budgeting. Standards, competen- 
cies, and ethical considerations for program evaluation will also be 
covered. 
Lauren Saenz 
ED/PY 468 Introductory Statistics (Fall: 3) 

An introduction to descriptive and inferential statistics. In par- 
ticular, students will learn descriptive statistics, graphical and numeri- 
cal representation of information; measures of location, dispersion, 
position, and dependence; the normal distribution; and exploratory 
data analysis. Also, students will be introduced to inferential statistics, 
point and interval estimation, tests of statistical hypotheses, sampling 
distribution of t, and inferences involving one or more populations, 
as well as ordinary least squares regression and chi-square analyses. 
Provides computer instruction on PC and Mac platforms and in the 
SPSS statistical package. 
Zhushan Mandy Li 
Laura O'Dwyer 

ED/PY 469 Intermediate Statistics (Fall/Spring: 3) 
Prerequisite: ED/PY 468 or its equivalent, and computing skills 

Topics and computer exercises address tests of means, partial and 
part correlations, multiple regression, analysis of variance with planned 
and post hoc comparisons, analysis of covariance, repeated measures 
analysis, elements of experimental design, and power analysis. 
The Department 

PY 470 Advanced Practicum: Human Development (Fall/Spring: 3) 
Cross listed with PY 245 

Students meet once a week to discuss their required field work 
(8-10 hours per week) and to relate their field work to psychological 
theories, research, and applications. Readings and discussion contribute 
to critical analyses of how social issues and social problems are situated 
differently due to gender, race, social class, and diversities of language, 
ability, sexuality, etc. Participants will explore strategies for translating 
this knowledge and experience into resources that enable them to iden- 
tify future career options. 
The Department 

ED 493 Language Acquisition Module (Fall: 1) 
Corequisite: ED 593 

See course description for ED 593. 
The Department 
ED 495 Human Development and Disabilities (Fall/Summer: 3) 

This course addresses the reciprocal relationship between human 
development and disability. Prenatal, perinatal, and postnatal causes 
of disability will be presented. Students will learn about theoretical 
perspectives, research, and current disagreements related to causes. 



identification, and treatment of disabilities. Prevention and interven- 
tion strategies will be presented for each disability. The application of 
assistive technology will be covered across disabilities. 
Susan Bruce 
PY 518 Issues in Life Span Development (Fall: 3) 

This course addresses the major psychological and socio-cultural 
issues in development from childhood through adulthood. The theory, 
research, and practice in the field of life span development are exam- 
ined and evaluated. 
The Department 

ED 520 Mathematics and Technology: Teaching, Learning, and 
Curriculum in the Elementary School (Fall/Spring: 3) 

This course presents methods and materials useful in teaching 
mathematics to early childhood and elementary school children and the 
different ways in which technology can be used in the elementary school 
classroom. The course will consider the teaching of mathematics and 
the use of technology from both theoretical and practical perspectives. 
Liebecca Mitchell 
PY 528 Multicultural Issues (Fall/Summer: 3) 

Assists students to become more effective in their work with 
ethnic minority and LGBT clients. Increases students' awareness of 
their own and others' life experiences, and how these impact the way 
in which we approach interactions with individuals who are different 
from us. Examines the sociopolitical conditions that impact individuals 
from ethnic and non-ethnic minority groups in the U.S., and presents 
an overview of relevant research. 
The Department 

ED 529 Social Studies and the Arts: Teaching, Learning and 
Curriculum in the Elementary School (Fall/Summer: 3) 

This course is designed to help students examine historical inter- 
pretation with critical analysis through history and the arts. It explores 
different areas of content and instructional methods directly related 
to Massachusetts Curriculum Frameworks in social studies, literature, 
and the arts. 
The Department 

PY 540 Issues in School Counseling (Fall: 3) 
Restricted to students in the School Counseling program 

This course traces the development of school counseling as a pro- 
fession, and helps students understand the major functions of school 
counselors. Students gain an understanding of schools as dynamic 
organizations and learn to recognize and appreciate the intersection of 
family, school, culture, and community. Professional issues related to 
the practice of school counseling are examined, and recent innovations 
in the field are reviewed. 
Mary Walsh 
ED 542 Teaching Reading (Fall/Summer: 3) 

Offers teacher candidates skills for teaching reading to school age 
children. Students will gain understanding of reading through a his- 
torical, political, theoretical, and practical lens. They will understand 
the delivery of instruction by learning a balanced approach to teaching 
reading. They will gain familiarity of how children learn to read by 
partaking in observations, assessments and instruction with a school 
age child. Students will learn a variety of ways to meet the needs of lin- 
guistically and culturally diverse learners. They will recognize reading 
difficulties and learn ways to differentiate instruction for such readers. 
The Department 



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ED 543 Teaching Language Arts (Fall/Spring: 3) 

Examines the development of written and spoken language and 
methods of instruction for oral and written language from the pre- 
school years through early adolescence. Students become familiar with 
approaches to teaching writing and supporting language, and learn 
strategies for identifying children's areas of strength and weakness and 
to plan instruction. Addresses the needs of children from non-English 
speaking homes. Expects students to spend at least 16 hours distributed 
across at least eight sessions in a classroom or other setting where they 
can work with one or more children. 
Curt Dudley-Marling 
Maria Estela Brisk 
ED 546 Teaching About the Natural World (Fall/Spring: 3) 

Provides an introduction to the various philosophies, practices, 
materials, and content that are currently being used to teach science to 
elementary and middle school children. Exposes prospective teachers 
to the skills and processes endorsed by the National Science Education 
Standards, the National Health Standards, and the Massachusetts 
Comprehensive Assessment System. 
G. Michael Barnett 
PY 549 Psychopathology (Fall: 3) 
Prerequisite: PY 444 or equivalent 

Examines selected DSM-IV disorders and considers diagnostic 
issues, theoretical perspectives, and research. Through case examples, 
students will learn to conduct a mental status examination and deter- 
mine appropriate treatment plans for clients suffering from various 
diagnoses. 
The Department 

ED/PY 565 Large-Scale Assessment: Procedures and Practice 
(Spring: 3) 
Prerequisite: ED/PY 462 and ED/PY 468 are recommended 

Examines large scale assessment procedures internationally 
(TIMSS and PIRLS) and nationally (NAEP and NCLB). Considers 
technical, operational, and reporting procedures in view of require- 
ments for reliability and validity as well as resource constraints and 
political issues. Uses examples from the TIMSS and PIRLS interna- 
tional assessments in mathematics, science, and reading to illustrate 
procedures for instrument development, sampling, data collection, 
analysis, IRT scaling, and reporting results. 
Ina Mullis 

ED 579 Educational Assessment of Learning Problems (Fall: 3) 
Open to students in the Teacher of Students with Moderate Special 
Needs Program, Counseling Psychology, and Reading Specialist 
Programs. Not open to Special Students. 

This course focuses on formal and informal approaches to the 
nondiscriminatory assessment of students with a wide range of cogni- 
tive and academic difficulties. The focus is on identifying students 
with mild/moderate disabilities. It is designed to prepare specialists for 
the process of documenting special needs, identifying current levels of 
performance, addressing critical issues, and designing approaches to 
monitoring progress. 
The Department 



ED 587 Teaching and Learning Strategies (Spring: 3) 

Prerequisite: ED 579 

Not open to non-degree students. 

ED 587.01 is intended for general educators and ED 587.02 is 

required for special educators. 

Designed primarily for secondary education teacher candidates 
and practicing secondary educators, this course helps prospective teach- 
ers and other educators develop an initial repertoire of skills for teach- 
ing students with educational disabilities. The primary emphasis of this 
course is on the education of students with mild disabilities in second- 
ary inclusive classrooms. Participants will formulate a comprehensive 
instructional plan for a student with an educational disability, utilized 
an lEP to guide instruction, develop accommodations and modifica- 
tions appropriate to the student and the curriculum, design individual, 
small, and large group instruction, and evaluate various service delivery 
options for education students with special needs. 
David Scanlon 

ED 589 The Linguistic Structure of English (Fall: 3) 
Cross listed with SL 323, EN 121 
Offered biennially 

An analysis of the major features of contemporary English with 
some reference to earlier versions of the language: sound system, gram- 
mar, structure and meaning of words, and properties of discourse. 
Claire Foley 

ED 592 Foundations of Language and Literacy Development 
(Spring: 3) 

Provides students with a comprehensive overview of major 
theories and research in language and literacy including theories of 
instruction. Emphasis is placed on major reports on literacy instruction 
as well as critiques of those reports. Topics covered include: language 
acquisition, the role of language in literacy learning, emergent literacy, 
the role of phonics in early literacy learning, reading fluency, reading 
comprehension and critical literacy, discourse theory, multi-modal 
literacy, and adolescent literacy. 
Curt Dudley-Marling 

ED 593 Introduction to Speech and Language Disorders (Fall: 3) 
Corequisite: ED 493 

On the basis of the development of normal children, this course 
will explore dysfunctions of speech and language that interfere with 
normal communication and learning processes. The evaluation of 
language performance and the remediation of language deficits will 
also be stressed. 
The Department 

ED 595 Assessment and Instruction for Students with Reading 
Difficulty (Fall/Summer: 3) 
Prerequisite: ED 542 or equivalent 

Examines the methods and materials related to formal and informal 
assessment, analysis, and interpretation of the results of assessment and 
instructional techniques for students with a range of reading difficulties 
(K-12). Focus is on the needs of students from varied populations. 
The Department 

ED 601 Introduction to Mathematical Statistics (Spring: 3) 
Offered biennially 

Quantitative methods in educational and psychological research 
have become increasingly complex over time, employing more sophis- 
ticated models and estimation strategies. This course helps students 



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to develop a deeper understanding of the strengths and Umitations of 
different approaches to inference and to appreciate some of the ongoing 
arguments among the adherents of the different philosophies regarding 
statistical inference. 
Henry Bmun 

ED 610 Clinical Experience (Fall/Spring: 6) 

Prerequisite: Approval by the Practicum Office, good academic stand- 
ing, and successful completion of all undergraduate practicum regular 
education teacher certification requirements 
Corequisite: ED 432 

Candidates who intend to complete the specialist practicum in their 
own classroom or in a paid internship must meet with the Director 
as soon as possible to ensure that the responsibilities of the position 
are aligned with the license the candidate is seeking. 

A semester-long, full-time clinical experience for advanced level 
students working in schools in a professional role. Covers the following 
graduate licensure programs: Reading, Moderate Special Needs, and 
Intense Special Needs. Placements are selectively chosen from schools 
in the Greater Boston area and designated international settings. Apply 
to the Office of Practicum Experiences and Teacher Induction during 
the semester preceding the placement by March 1 5 for fall placements 
and by October 15 for spring placements. 
Practicum Director 
PY 611 Learning and Development among Early Learners (Fall: 3) 

Focuses on learning (including behavioral, cognitive, and informa- 
tion processing approaches), motivation, and social development, while 
incorporating the role of play in the learning and development of the 
young child. Examines individual differences and the effects of special 
needs on learning and development, as well as program implications. 
Mariela Paez 
PY 615 Social and Affective Processes (Fall: 3) 

This course reviews the theoretical and empirical literatures per- 
tinent to the study of emotional and social development across the life 
span. Perspectives derived from the disciplines of biology, psychology, 
anthropology, sociology, and history are presented. The interrela- 
tions between social and affective processes, and their association with 
familial, societal, cultural, and historical context of development are 
discussed. Issues derived from social psychology, such as group pro- 
cesses, will also be discussed. Methodological problems present in these 
literatures and resultant conceptual and empirical challenges involved 
in developing a life span understanding of social and affective processes 
are reviewed. 
Jacqueline Lerner 
PY 617 Learning and Cognition (Spring: 3) 

Discusses theories of learning and cognitive development, explores 
roles of biology and environment, and examines different interpreta- 
tions of environment. Discusses whether learning and cognitive devel- 
opment are similar or different processes. Also examines the nature of 
intelligence, role of instruction in learning, nature of instruction, and 
how transfer of learning to new contexts is achieved. Practical applica- 
tions of theory and research are discussed. 
Elida Laski 
ED 619 Ethics and Equity in Education (Fall: 3) 

The course explores how schools are used as a vehicle of the 
state to de-culturalize various communities of people throughout the 
country's history. Students will explore how schools can more appro- 
priately promote respect for valuing diversity as a generative source 



of the country's vitality and its relationship to the global village. The 

role of educators is not only to act ethically in the many individual 

situations of their daily professional lives, but more importantly to see 

that the institutional structures and processes of the school system are 

themselves reflections of a system of justice and care. 

Robert Starratt 

ED 620 Practicum in Supervision (FaU/Spring: 3) 

A 300-hour, field-based experience designed to enable the student 
to develop the competencies required to be an effective supei-visor/ 
director. The practicum is supervised jointly by a University representa- 
tive and a cooperating practitioner. The student is expected to engage 
in a variety of experiences defined in the state standards for certifica- 
tion and to provide leadership to a major administrative project. The 
student will maintain a reflective journal of experiences and develop 
a portfolio that demonstrates the learning and insights gained during 
the practicum. 
The Department 

ED 621 Bilingualism, Second Language, and Literacy Development 
(Fall/Spring/Summer: 3) 

Explores first and second language and literacy development of 
children raised bilingually as well as students acquiring a second lan- 
guage during pre-school, elementary, or secondary school years. Also 
addresses theories of first and second language acquisition, literacy 
development in the second language, and factors affecting second lan- 
guage and literacy learning. Participants will assess the development of 
one aspect of language or language skill of a bilingual individual and 
draw implications for instruction, parent involvement, and policy. 
Maria Estela Brisk 
Mariela Paez 
Patrick Proctor 
ED 622 Practicum in School Principalship (Fall/Spring: 3) 

A 300-hour, field-based experience designed to enable the stu- 
dent to develop the competencies required to be an effective assistant 
principal/principal. The practicum is supervised jointly by a University 
representative and a cooperating practitioner. The student is expected 
to engage in a variety of experiences defined in the state standards for 
certification and to provide leadership to a major administrative proj- 
ect. The student will maintain a reflective journal of experiences and 
develop a portfolio that demonstrates the learning and insights gained 
during the practicum. 
The Department 
ED 623 Practicum in Superintendency (Fall/Spring: 3) 

A 300-hour, field-based experience designed to enable the stu- 
dent to develop the competencies required to be an effective assistant 
superintendent/superintendent. The practicum is supervised jointly 
by a University representative and a cooperating practitioner. The 
student is expected to engage in a variety of experiences defined in the 
state standards for certification and to provide leadership to a major 
administrative project. The student will maintain a reflective journal of 
experiences and develop a portfolio that demonstrates the learning and 
insights gained during the practicum. 
The Department 



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ED 626 Seminar in Educational Administration (Spring: 3) 
Corequisite: ED 620, ED 622, ED 623, or ED 653 

Enable candidates to reflect on their roles as educational admin- 
istrators during their practicum experience. Topics include research 
related to educational administration along with day-to-day school 
management issues. 
Irwin Blumer 

PY 633 Impact of Psychosocial Issues on Learning (Spring: 3) 
M.A. students only; not appropriate for Ph.D. students 

Examines, fi'om a holistic perspective, psychological and social 
issues that affect learning in children and adolescents. Discusses the 
role of risk and protective factors in the development of vulnerability 
and resilience. Highlights collaboration of educators with professionals 
involved in addressing psychological and social issues. 
The Department 
PY 638 Issues in Short Term Counseling (Spring: 3) 

This course is designed to introduce students to the techniques 
and issues related to the practice of short-term therapy. Special atten- 
tion is given to current trends in health care delivery, including the 
managed care environment and how to adapt various models to this 
environment. Students will learn a number of coherent strategies to 
treat a variety of presentations and populations in a short-term model. 
They will also gain an understanding of the complexities of providing 
quality mental health care in today's clinical settings. 
The Department 

PY 640 Seminar in Group Counseling and Group Theory (Spring: 3) 
Sections .01 and .02 will focus across the lifespan with an emphasis 
on working with adults. Section .04 will focus on working with chil- 
dren and youth. 
Limited to 25 students 

This course examines both the theory and practice of group 
counseling. Among the theoretical positions discussed are client cen- 
tered, behavioral, existential, and rational emotive. Important aspects 
of group process are also discussed including group leadership, group 
membership, establishing a group, and maintaining a group. As such 
the course covers therapist issues, patient selection criteria, group 
structuring as well as basic therapeutic techniques. The course prepares 
students to design structured counseling groups, to prepare group 
counseling materials, and to lead counseling groups of various types. 
The Department 

PY 643 Practicum in School Counseling Pre-K-8 (Fall: 3) 
Prerequisite: Permission of Practicum Director, Dr. Sandra Morse 
Open only to Counseling degree students seeking initial licensure in 
school guidance counseling grades pre-K-8. 

Practicum involves placement in a comprehensive school system 
in both fall and spring semesters. Students typically spend three days 
per week at the school for the school year. The minimum hours of 
practicum are 600 in addition to the pre-practicum. Students enroll for 
3-credit hours each semester. 
The Department 

PY 644 Practicum in School Counseling 5-12 (Fall: 3) 
Prerequisite: Permission of Practicum Director, Dr. Sandra Morse 
Open only to Counseling degree students seeking initial licensure in 
school guidance counseling grades 5-12. 

Practicum involves placement in a comprehensive school system 
in both fall and spring semesters. Students typically spend three days 



a week at the school for the school year. The minimum hours of 

practicum are 600 in addition to the pre-practicum. Students enroll for 

3-credit hours each semester. 

The Department 

PY 645 Advanced Psychological Assessment (Fall: 1) 

Offered biennially 

Restricted to Ph.D. students in Counseling Psychology. Others by 

instructor's permission. 

This is a year-long course: 1 credit in the fall, 2 credits in the spring. 

Provides an introduction to a variety of assessment tools com- 
monly used to diagnose psychological disorders and inform treatment 
planning for children, adolescents, and adults. Assessment tools cov- 
ered in this course include projective and personality tests, intelligence 
tests, tests of achievement, neuropsychological tests, and symptom 
checklists. Focus will be upon the theory, administration, scoring, and 
interpretation of these tools. Critical issues in the use of these measures, 
including ethical, psychometric, social, and legal concerns will be 
addressed. Students will complete and present integrated test batteries. 
Julie MacEvoy 

PY 646 Internship — Counseling I (Fall: 3) 
Prerequisite: Permission of Internship Coordinator, Dr. Sandra Morse 

This course is designed to be a post-practicum, curricular super- 
vised experience, and supervised internship experience and seminar. 
The internship consists of seminar participation and a 600-hour, 
year-long clinical experience at an approved internship site. The intern- 
ship and corresponding seminar are designed to enable the student to 
refine and enhance basic counseling skills, and to integrate professional 
knowledge and skills appropriate to an initial placement. 
The Department 

PY 648 Pre-practicum: Diversity and School Culture (Fall/Spring: 3) 
Open only to School Counseling students 

A two-semester experience in schools. In semester one, students 
spend one-half day per week in a school with a diverse population. In 
semester two, students spend one day per week (minimum of 75 hours) 
in another school working under the supervision of a school counselor. 
The pre-practicum experience is processed each week in small group 
laboratory sections. 
Sandra Morse 

PY 649 Practicum in School Counseling Pre-K-8 (Spring: 3) 
Prerequisite: Consent of Practicum Director, Dr. Sandra Morse 
Open only to Counseling degree students seeking initial licensure in 
school guidance counseling grades pre-K-8 

Continuation of PY 643. 
The Department 

PY 650 Practicum in School Counseling 5-12 (Spring: 3) 
Prerequisite: Consent of Practicum Director, Dr. Sandra Morse 
Open only to Counseling degree students seeking initial licensure in 
school guidance counseling grades 5-12 

Continuation of PY 644. 
The Department 

ED 652 Practicum in Special Education Administration (Fall/Spring: 3) 
Corequisite: ED 626 

A 300-hour, field-based experience in the role of a special educa- 
tion administrator. The practicum is supervised by a University faculty 
member. 
Elizabeth Twomey 



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ED 664 Design of Experiments (Fall: 3) 

Prerequisite: ED/PY GG7 
Offered biennially 

This course will introduce experimental design as a paradigm 
for thinking about the conduct of educational research and evalua- 
tion. The goals of this course are to introduce students to the design 
and statistical principles of the experimental approach to educational 
research with particular emphasis on the correct analysis of data arising 
from designed experiments. We will discuss a variety of experimental 
designs, their advantages and disadvantages, estimation of treatment 
effects, and significance testing. The topics covered will include the 
underlying logic of experimental and quasi-experimental designs, 
regression discontinuity and factorial designs as well as cluster random- 
ized and multi-site trials. 
Laura O'Dwyer 

PY 665 Developmental Disabilities: Evaluation, Assessment, Families 
and Systems (Fall: 3) 

This course focuses on issues facing professionals who work with 
people with developmental disabilities, their families, and the system 
whereby services are offered. It is designed for graduate and post-grad- 
uate students interested in learning about interdisciplinary evaluation 
and teams, in understanding disabilities from the person's and family's 
perspective, and in acquiring knowledge about the services available in 
the community. This course will be held at Children's Hospital. 
David Helm 

ED/PY 667 General Linear Models (Fall/Spring: 3) 
Prerequisite: ED/PY 469 
Ph.D. students only; all others by instructor permission 

Addresses the construction, interpretation, and application of 
linear statistical models. Specifically, lectures and computer exercises 
cover ordinary least squares regression models; matrix algebra opera- 
tions; parameter estimation techniques; missing data options; power 
transformations; exploratory versus confirmatory model building; lin- 
ear-model diagnostics, sources of multicollinearity; diagnostic residual 
analysis techniques; variance partitioning procedures; dummy, effect, 
and orthogonal coding procedures; and an introduction to structural 
equation modeling. 
Larry Ludlow 
Zhushan Mandy Li 

ED/PY 668 Multivariate Statistical Analysis (Spring: 3) 
Prerequisite: ED/PY 667 
Offered biennially 

Provides lectures, examples, and student analyses that address 
multiple group discriminant analysis, classification procedures, princi- 
pal components and common factor analysis, and multivariate analysis 
of variance. 
Zhushan Mandy Li 

ED/PY 671 Psychometric Theory II (Fall: 3) 
Prerequisite: ED/PY 669 
Offered biennially 

This course will present an advanced study of theoretical concepts, 
statistical models, and practical applications in educational and psycho- 
logical measurement. Topics include item response theory, methods for 
estimating latent trait and item parameters, models for polytomously 



scored items, explanatory item response models, and multidimensional 
item response models. Some practical applications of IRT: DIF assess- 
ment, computerized adaptive testing, test equating, linking, scaling. 
Zhushan Mandy Li 

ED 674 Teaching Mathematical Problem Solving in Grades 4-12 
(Spring: 3) 
Offered biennially 

Examines complex issues, trends, and research regarding alterna- 
tive approaches for teaching mathematical problem solving. Topics 
include the nature of mathematical inquiry; models for collaborative 
grouping; methods and materials for cultivating problem solving, 
reasoning, and communication processes; methods of assessing math- 
ematical problem solving; and the impact of Vygotskian Psychology on 
the teaching and learning of mathematical problem solving. 
Lillie R. Albert 

ED 675 Consultation and Collaboration in Special Education 
(Spring: 3) 

Designed for educators who enter into supportive or consulta- 
tive relationships with each other, with other professionals, and with 
parents. Presents conceptual and pragmatic guidelines for functioning 
effectively with colleagues and other adults. Also covers advocacy strate- 
gies and environmental accessibility issues. 
Alec Peck 

ED/PY 685 Developmental Disabilities: Evaluation, Assessment, 
Family and Systems (Fall/Spring: 3) 

This course focuses on issues facing professionals who work with 
people with developmental disabilities, their families, and the system 
whereby services are offered. It is designed for graduate and post-grad- 
uate students interested in learning about interdisciplinary evaluation 
and teams, in understanding disabilities from the person's and family's 
perspective, and in acquiring knowledge about the services available in 
the community. This course will be held at Children's Hospital. 
David Helm 

ED/PY 686 Augmentative Communication for Individuals with 
Disabilities (Spring: 3) 

This course focuses upon the communication problems of per- 
sons who are developmentally disabled, physically challenged, hearing 
impaired, and deaf-blind. Students learn strategies for enhancing com- 
munication and learn how to develop and implement a variety of aug- 
mentative communication systems. 
Susan Bruce 

ED 705 Education Law and Public Policy (Fall/Spring: 3) 
Cross listed with LL 703 

Registration by department permission only. Please e-mail Theresa 
Lungu (theresa.lunguS'bc.edu) your full name, program, and year to 
be put on the waiting list. 

This course addresses the political and legal aspects of the role of 
education in our democratic society. Provides an introductory survey 
of public policy issues and laws governing preschool, elementary, 
secondary, and higher education. Included are such topics as religious 
freedom, free speech, and due process; the liability of educational insti- 
tutions and educators; the legal distinctions between private and public 
institutions; student and parent privacy rights; disability rights; and the 



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promotion of educational equity among all groups regardless of gender, 

sexual orientation, language, race, religion, ethnicity, or socioeconomic 

background. 

Phil Catanzano 

Michael Joyce 

Diana Pullin 

Norah Wylie 

ED 708 Contemporary Issues in Higher Education (Falh 3) 

The purpose of this course is to develop an understanding on 
the issues in higher education from the perspective of institutional 
leadership. Contemporary issues such as internal governance, town 
gown relationships, dynamics of leadership, resource allocation, cross 
divisional collaboration, applying theory to practice, professional eth- 
ics, personal foundations, and alignment of practice to mission will 
be considered. Students will critically analyze these issues and develop 
their professional approach after considering the competencies neces- 
sary in each area. 
The Department 
ED 709 Research on Teaching (Fall: 3) 

Introduce Ph.D. students to conceptual and empirical scholar- 
ship about teaching and teacher education as well as to contrasting 
paradigms and methodological approaches upon which this literature 
is based. Helps students become aware of major substantive areas in 
the field of research on teaching/ teacher education, develop critical per- 
spectives and questions on contrasting paradigms, and raise questions 
about implications of this research for curriculum and instruction, 
policy and practice, and teacher education/professional development. 
Considers issues related to epistemology, methodology, and ethics. 
Marilyn Cochran-Smith 

ED 711 Historical and Political Contexts of Curriculum (Spring: 3) 
Permission of instructor required for all students, except for Ph.D. 
students in Curriculum & Instruction 

Introduces Ph.D. students in Curriculum & Instruction to the 
major curriculum movements in American educational histoiy by 
examining the history and implementation of curriculum development 
on the macro and micro levels of schooling. Focuses on key campaigns 
and controversies in curriculum theory and practice, using primary 
source materials to place them within the academic, political, eco- 
nomic, and social contexts that have marked their conceptualization, 
and change inside and outside of schools. 
Dennis Shirley 

PY 714 Advanced Research Methods in Counseling, Developmental, 
and Educational Psychology (Fall: 3) 

Restricted to doctoral students in Applied Developmental and 
Educational Psychology and M.A. students in the research focus 
Permission of instructor required 

Students design and carry out an original empirical project on a 
defined area within developmental or educational psychology. Requires 
design, data collection and analysis, interpretation, and formal APA- 
sryle write-up. Students also required to complete two colloquium 
presentations of their work. 
The Department 

ED 729 Controversies in Curriculum and Instruction (Spring: 3) 
Offered biennially 

Explores contemporary curriculum controversies in American 
education as well as the ways these are shaped by differing conceptions 
of teaching, learning, and the purposes of schooling and by the larger 



social, historical, political, and cultural contexts in which schooling 
occurs. The course assumes a broad and encompassing definition of 
curriculum and the aspects of instruction, assessment, and teacher 
preparation that have major implications for curriculum. Although the 
focus of the course is on curricular controversies in K-12 education, 
controversies related to the curriculum of early childhood education, 
adult learning, and higher education are also relevant. 
The Department 

ED 737 Contemporary Issues in CurrictJum & Instruction (Fall/ 
Spring: 1/2) 

This is a year-long course with 1 credit in the Fall and 2 credits in 
the Spring. 

This two-semester course is part of the BC sesquicentennial 
event, "Public Education and the Future of Our Democracy," which 
includes an all-day symposium (fall 2012), a public lecture series (fall 
2012, spring 2013), and a 3-credit course for graduate students. The 
public events will be the core of the course, which will consider topics 
such as the nature of knowledge to be passed to the next generation, 
the purpose of schools in democratic societies, the role of disagreement 
and deliberation, local control, how future citizens learn to engage in 
these activities, and the meaning and value of democratic education. 
Marilyn Cochran-Smith 
Dennis Shirley 
PY 740 Topics in the Psychology of Women (Spring: 3) 

Explores current theory and research on the psychology of women 
and implications of this work for psychologists and educators. The first 
half of course examines and critiques major themes that have emerged 
in the field over the last three decades and considers ways in which 
the field of psychology of women has influenced conceptualizations 
of development, psychopathology, and intervention. The second half 
considers some of the psychological underpinnings of a set of social and 
political issues commonly faced by women. The course is designed for 
developmental and counseling psychology graduate students. 
The Department 

PY 743 Counseling Families (Spring: 3) 

School Counseling students shotdd take section .01 and Mental 
Health students should take section .03. 

The purpose of this course is to provide students with an intro- 
duction to family and couple counseling theory, and perspectives of 
family therapy along with issues of diversity. This course will focus on 
theory and practice, viewing the couple/family as a unitary psychosocial 
system. Major topics will include history, theory, and practice mod- 
els, healthy family functioning, family dysfunction, and intervention 
techniques. This course will also address issues relative to diversity in 
families and couples along with perspectives of family therapy. 
The Department 

PY 746 Internship — Counseling II (Spring: 3) 
Prerequisite: PY 646 and permission of the Internship Coordinator 

This course is designed to build on Internship I and corresponds 
to the completion of 600 clock hours the student spends in the intern- 
ship. The seminar is process-oriented and thus students remain in the 
same year-long section. As such, it is designed to enable the student to 
further enhance basic and advanced counseling skills, and to integrate 
professional knowledge and skills through direct service with individual 
and group supervision. 
The Department 



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PY 748 Practicum in Counseling II (Spring: 3) 

Continuation of PY 648 

Open only to Counseling Psychology students 

Pre-internship, supervised curricular experience focuses on pro- 
gressive issues and the treatment of special populations. Lab training 
consists of peer role-plays and experiences with individual and group 
supervision. 
The Department 
ED 757 Assessment in Student Affairs (Spring: 3) 

The purpose of this course is to introduce students to aspects 
of student affairs assessment including: (1) understanding different 
approaches to assessment, (2) choosing appropriate research designs 
and methods, and (3) following professional standards and guidelines. 
At the end of this course students will be able to read, interpret, and 
critique research and assessment in student affairs and higher educa- 
tion, and design appropriate assessments in the field of student affairs. 
Heather Rowan-Kenyon 
ED 770 Higher Education in American Society (Fall: 3) 

An introduction to higher education in America, this course 
focuses on the complex relationships between colleges and universities, 
and the political and social systems of society. This analysis includes a 
historical perspective on the evolution of American higher education, 
and especially the development of the contemporary university since 
the beginning of the twentieth century. Attention is also paid to the 
impact of federal and state governments on higher education; the role 
of research in the university; issues of accountability, autonomy, and 
academic freedom; the academic profession, student politics and cul- 
ture; affirmative action issues; and others. 
Ana M. Martinez Alemdn 
Katya Salkever 

ED 771 Organization and Administration of Higher Education 
(Spring: 3) 

Focuses on how the American university is organized and gov- 
erned. Examines basic elements as well as structure and process of 
the American university. Considers such topics as models of gover- 
nance, locus of control, leadership, and strategic environments for the 
American university. 
Ted I.K. Youn 
ED 772 Student Affairs Administration (Fall: 3) 

Student affairs professionals in post-secondary institutions con- 
tribute to student learning and personal development through a variety 
of programs and services. This course focuses on the design of campus 
environments that promote student development and contribute to the 
academic mission of higher education. Special attention will be given 
to the history, philosophy, and ethical standards of the student affairs 
profession, and to the relation of theory to contemporary student affairs 
practice. In addition, the course will examine how changing forces in 
the demographic, social, legal, and technological environment of higher 
education affect fundamental issues in professional practice. 
Heather Rowan-Kenyon 

ED/PY 778 College Student Development (Spring: 3) 
Not open to non-degree students; this policy will be strictly enforced 

An intensive introduction to student development, this course 
focuses on interdisciplinary theories of intellectual and psychosocial 
change among late adolescent and adult learners in post-secondary 
education. Research on student outcomes is also covered. Special atten- 
tion is paid to the implications of ethnicity, age, gender, and other 



individual differences for the development of students. Course projects 

include individual and collaborative opportunities to relate theory to 

professional work with college students. 

Karen Arnold 

ED 803 History of Education (Fall: 3) 

This course provides an overview of major themes in the history 
of American education. Topics include the roles of Puritanism and 
slavery in shaping educational systems in the colonial North and South; 
the role of the American Revolution in promoting democratic and 
republican values; the rise of common schools as part of a broad wave 
of antebellum social reforms, including abolitionism and feminism; the 
Civil War, Reconstruction, and Jim Crow eras as distinctive moments 
in the expansion and contraction of educational opportunities for 
African-Americans; and the growth and expansion of high schools, col- 
leges, and universities in the twentieth century. 
Dennis Shirley 
ED 805 Institute for Administrators/Catholic Higher Ed (Summer: 1) 

Each July, the Institute for Administrators in Catholic Higher 
Education hosts a five-day seminar providing a singular opportunity for 
administrators and leaders at Catholic colleges and universities around 
the globe to interact with some of the nation's most outstanding scholars 
and practitioners as they address issues that Catholic higher education 
faces on a daily basis. The seminar is designed to serve administrative 
leaders such as presidents, provosts, vice-presidents, deans, mission 
officers, major program directors, and others in positions responsible 
for institutional mission and identity. For more information, please 
visit the website: http://www.bc.edu/schools/lsoe/cce/highered/iache/ 
schedule.html 
Michael James 

ED 828 Doctoral Proseminar in K-16 Administration (Fall: 3) 
Ph.D. students in Educational Administration or Higher Education 
only 

This seminar is a required cornerstone course for doctoral Ph.D. 
students in the Educational Administration Program and the Higher 
Education Program. In addition to orienting students to doctoral 
studies and research, the course is designed to develop students' criti- 
cal analysis of theoretical and empirical literature in their field, and 
to advance their knowledge of key concepts, issues, and theories in 
the field. Course activities include bibliographic research and skills 
development in conducting individual inquiry and analyzing scholarly 
literature. 
Karen Arnold 
Ana Martinez 

PY 84 1 Quantitative Research Design in Counseling & Developmental 
Psychology (Fall/Spring: 1/2) 

Doctoral students in Counseling and Developmental Psychology 
only. Others by instructor's permission. 
This is a year-long course: 1 credit in the fall, 2 credits in the spring. 

In this year-long seminar, students examine quantitative 
research designs and application employed in the Counseling and 
Developmental Psychology literatures, including randomized, nonran- 
domized, cross-sectional, and longitudinal designs. Students present 
and critique published research exemplifying specific designs, propose 
empirical studies that could advance counseling and developmental 
psychology, and present findings from their own empirical work. 
Eric Dearing 
Paul Poteat 



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PY 842 Seminar in Counseling Theory (Fall: 3) 

Offered biennially 

Doctoral students in Counseling Psychology only 

Deepens students' understanding of psychological theory, and 
facilitates a life-long journey of integrating theory with practice. 
Provides knowledge and understanding of traditional and contempo- 
rary theories of psychotherapy, and helps students develop a critical 
perspective that will enable them to evaluate the usefulness of these 
theories for their clinical work with clients. Class discussions cast 
a critical eye on the development of the discipline, including its 
philosophical and contextual roots, and analyze the values inherent in 
mainstream psychological practice. Considers strengths and limitations 
of each school, and uses case examples to gain expertise in applying 
theory to practice. 
A.J. Franklin 

PY 844 Counseling Psychology in Context: Social Action, 
Consultation, and Collaboration (Fall/Spring: 1/2) 
For doctoral students in Counseling Psychology, and others by per- 
mission only. 
This is a year-long course: 1 credit in the fall, 2 credits in the spring. 

Accompanying the First Year Experience (FYE) practicum, 
exposes students to research and practice at the meso- (community, 
organizations) and macro (government, policy, social norms) levels, 
in addition to the more traditional micro (individual) level. Students 
discuss their personal experiences within their FYE placement and read 
and discuss a series of articles and chapters central to the developing 
fields of critical psychology, liberation psychology, or counseling with 
a social justice orientation. 
Lisa Goodman 

PY 846 Advanced Pre-Internship Counseling Practicum (Fall/Spring: 
1/2) 

Prerequisite: Advanced Pre-Internship Counseling Practicum. Master's- 
level counseling practicum. 
This is a year-long course: 1 credit in the fall, 2 credits in the spring. 

Pre-internship placement in a mental health setting accompanied 
by a biweekly seminar on campus. Placement requires 20-24 hours per 
week over two semesters. Focus will be on the integration of theoretical 
and research perspectives on clinical interventions utilizing the experi- 
ence of site-based practice. Satisfactory completion of this course is a 
prerequisite for the doctoral internship. 
Belle Liang 
Elizabeth Sparks 

PY 849 Doctoral Internship in Counseling Psychology (Fall/Spring: 1) 
Prerequisites: Permission of Director of Training, minimum of 400 
clock hours of counseling practicum (e.g., PY GAG., PY 746, PY 846) 
Doctoral candidates in Counseling Psychology only 
By arrangement only 

Internships cover a calendar year, and students must complete the 
equivalent of one full year (40 hours/week) or two semesters (two credit 
hours per semester). Applications should be submitted in November 
of the preceding year. Placement must be in an approved counseling 
setting for psychodiagnostic and interviewing experience with clients, 
group counseling, and other staff activities. 
David Blustein 
ED/PY 851 Qualitative Research Methods (Fall/Spring: 3) 

Introduces the foundations and techniques of carrying out quali- 
tative research. Topics include philosophical underpinnings, planning 



for a qualitative research project, negotiating entry, ethics of conduct- 
ing research, data collection and analysis, and writing/presenting 
qualitative research. Requires a research project involving participant 
observation and/or interviewing. 
Robert Starratt 

ED 854 Catholic Higher Education (Spring: 3) 
Cross listed with TM 854 

This course offers an historical and philosophical overview of 
Catholic higher education, a survey of current scholarship and related 
Church documents, and an examination of the role of Catholic higher 
education — particularly in the U.S. — and its relationship with the 
Church, contemporary academic culture, and the broader society. 
This course also engages students in an analysis of contemporary issues 
facing Catholic higher education particularly, faith and reason, the 
Catholic intellectual tradition, Catholic social thought, governance 
and leadership models, student development, and institutional mission, 
identity, and culture. 
Michael James 

ED 859 Readings and Research In Curriculum and Instruction (Fall/ 
Spring/Summer: 3) 
Prerequisite: Faculty member approval 
By arrangement 

Under the direction of a faculty member who serves as Project 
Director, a student develops and completes a significant study. 
Alec Peck 

ED/PY 864 Advanced Qualitative Research (Fall: 3) 
Offered biennially 

Building upon the foundation concepts of qualitative research and 
initial exploration of an introductory course in qualitative methodolo- 
gies, this course explores the theoretical, methodological, and analytic 
implications of conducting qualitative research from differing theoreti- 
cal perspectives. Key readings include texts on social theory, qualitative 
methodologies, and exemplar qualitative research from various social 
scientific fields. Students will distinguish between methodology and 
methods, analyze data, and produce either a report for a specified audi- 
ence or a research manuscript for possible submission to an educational 
research journal. 
The Department 

ED 868 Religion and Higher Education (Fall: 3) 
Cross listed with TM 868 

Faith, religion and spirituality have become topics of increasing 
interest for scholars and practitioners in higher education administra- 
tion and student personnel development. This course explores the his- 
torical, sociological and cultural dynamics between religion and higher 
education. Topics include secularism, modernity, and challenges to 
the integration of faith and intellectual life. Additional topics include: 
religious pluralism; religion in secular higher education; legal issues 
surrounding religion and higher education; academic freedom; con- 
stitutional matters; modernism, post-modernism, post-secularism and 
the tensions and opportunities that these cultural/intellectual move- 
ments pose for religion and higher learning in a modern, democratic, 
pluralistic society. 
Michael James 
ED 876 Financial Management in Higher Education (Spring: 3) 

This course strives to provide a comprehensive introduction 
to modern day financial management theories and techniques in 
higher education. A specific focus will be placed on real life context 



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Education 



and practical application across a broad range of specialized topics 
including: endowment management, fundraising, budgeting, long 
range planning, debt management, financial statement analysis, cash 
management, resource allocation and risk management. These topics 
will be examined through the lens of the recent economic downturn, 
which has structurally changed the financial and economic landscape 
of higher education. The tradeoff between risk and return will serve as 
a common framework for class discussions. 
John Zona 

ED 878 Seminar on Law and Higher Education (Spring: 3) 
Prerequisite: ED 705 or Law student 
Cross listed with LL 706 
Offered biennially 

This seminar focuses on legal, policy, and ethical issues that affect 
higher education in the United States. The primary focus will be upon 
contemporary legal issues confronting public and private higher educa- 
tion, including such topics as due process and equity for students and 
faculty, tenure, academic freedom, affirmative action, disability rights, 
and free speech. 
The Department 
ED 879 Gender and Higher Education (Spring/Summer: 3) 

Topics include the history of women in higher education, gen- 
der and student development, gender and learning, the campus and 
classroom climate for women, women's studies and feminist pedagogy, 
women in post-secondary administration and teaching, and the inter- 
relation of race, class, sexuality, and gender. Contemporary theory, 
research, and critical issues will be considered as they apply to diverse 
groups of undergraduate and graduate students, faculty, administrators, 
and student affairs practitioners. 
Susan Marine 
Ana M. Martinez Alemdn 

ED 881 C&I Doctoral Comprehensive Exam: Publishable Paper 
(Fall/Spring/Suramer: 1) 

The C&I doctoral program comprehensive exam will now take 
the form of a publishable paper. 
Elizabeth Sparks 
ED/PY 888 Master's Comprehensives (Fall/Spring/Summer: 0) 

All master's students who have completed their course work and 
are preparing for comprehensive exams must register for this course. 
Elizabeth Sparks 

PY 910 Readings and Research in Counseling and Developmental 
Psychology (Fall/Spring/Summer: 3) 
Prerequisite: Permission of a faculty member 
By arrangement 

Under the direction of a faculty member who serves as Project 
Director, a student develops and carries to completion a significant 
study. 

The Department 

ED/PY 912 Participatory Action Research: Gender, Race and Power 
(FaU: 3) 

This course will introduce students to theoretical and practical 
issues in the design and implementation of field-based participatory 
action research. We will review theories and practices that have contrib- 
uted to community-based knowledge construction and social change. 
Ethnographic, narrative, and oral history methodologies will be used as 
additional resources for understanding and representing the individual 
and collective stories co-constructed through the research process. We 



will reflect collaboratively and contextually on multiple and complex 

constructions of gender, race, and social class in community-based 

research. 

M. Brinton Lykes 

PY 915 Critical Perspectives on the Psychology of Race, Class, and 

Gender (Spring: 3) 

Offered biennially 

Using social and critical psychological frameworks, introduces 
multiple strategies for thinking culturally about select psychological 
constructs and processes (for example, the self, family and community 
relations, and socio-political oppression). Also pays particular attention 
to race and class as sociocultural constructs important for the critical 
analysis of the relationships of culture and psychology. Explores the 
implications of these constructs for intercultural collaboration, advo- 
cacty, and action. 
Janet Helms 
M. Brinton Lykes 

PY 917 Cognitive-Affective Bases of Behavior (Fall: 3) 
Ph.D. students only. All others must get instructor approval. 

This course discusses theories of human development and exam- 
ines empirical research on cognitive and affective processes underlying 
behavior. In addressing the cognitive bases of behavior, it explores key 
mental processes (e.g., attention, memory, problem solving) and con- 
structs (e.g., schemas, heuristics) that have been instrumental in under- 
standing everyday functioning. The socio-affective bases of behavior 
addressed in the course include emotions, temperament, and self- 
concept. The students in this course explore fundamental theoretical 
questions, such as the role of biology and environment in development, 
and consider practical applications of current theoretical and empirical 
knowledge concerning the bases of human behavior. 
Marina Vasilyeva 

ED 936 Doctoral and Advanced Seminar in Religious Education 
(Fall/Spring: 0, 3) 

Required for first and second-year IREPM doctoral students; other 
advanced students admitted with permission of instructor 
Limited to 10 participants 

Meeting every other week throughout the year, this seminar is 
required of all first and second year doctoral students in Theology and 
Education. The curriculum has a threefold emphasis: (1) in-depth read- 
ing of scholarly literature germane to the correlation of theology and 
education; (2) substantive conversation and active participation; and 
(3) the preparation of a potentially publishable essay. 
Thomas Groome 

PY 941 Dissertation Seminar in Counseling/Developmental 
Psychology (Fall/Spring: 1, 2) 

Prerequisite: Advanced Statistics and Research Design. Permission of 
instructor required. 
This is a year-long course: 1 credit in the fall, 2 credits in the spring. 

This course is designed to assist students in the preparation of a 
formal doctoral dissertation intent. All aspects of dissertation develop- 
ment will be discussed. Students must present a series of draft proposals 
for faculty and student reaction. An acceptable dissertation intent is 
required for completion of the course. 
The Department 
ED 951 Dissertation Seminar in Curriculum & Instruction (Spring: 3) 

This is a student-centered seminar that is aimed at assisting doc- 
toral students in identifying, shaping, and defining a research topic. 



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Students will be expected to develop an Intent to Propose a Thesis, and 
to work toward the development of a full-scale draft of a Thesis pro- 
posal. Prior to the completion of the seminar, students will be expected 
to have established a Dissertation Committee. 
Curt Dudley-Marling 
ED 953 Instructional Supervision (Spring: 3) 

Introduces students to many of the contested issues in the field of 
supervision, such as the relationship between supervision and teacher 
development, teacher empowerment, teacher alienation, learning 
theories, school effectiveness, school restructuring, curriculum devel- 
opment, and scientific management. Supervision will be viewed also 
as a moral, community-nested, artistic, motivating, and collaborative 
activity. Will stress the need for a restructuring of supervision as an 
institutional process. 
Irwin Blumer 

ED 973 Seminar in Research in Higher Education (Fall: 3) 
Prerequisite: ED/PY 771 and Doctoral Standing 
Open to advanced doctoral students 

Prior consultation with the faculty member regarding research inter- 
est is encouraged. 

This seminar considers a variety of research issues in higher edu- 
cation. Each year, the topic of the seminar will be announced by the 
faculty member who will be teaching the course. Students enrolled in 
this seminar are expected to write substantive papers that might lead to 
actual research products. 
Karen Arnold 

ED/PY 988 Dissertation Direction (Fall/Spring: 3) 
Prerequisite: Consent of academic advisor 

All advanced doctoral students are required to register for six 
credit hours of dissertation related course work, at least three of which 
are 988. The other three are usually the Dissertation Seminar for the 
student's area of concentration. Students are expected to work on their 
dissertation at least 20 hours per week. 
The Department 
ED/PY 998 Doctoral Comprehensives (Fall/Spring/Summer: 1) 

All doctoral students who have completed their course work, are 
not registering for any other course, and are preparing for comprehen- 
sive exams must register for this course to remain active and in good 
standing. 
Elizabeth Sparks 
ED/PY 999 Doctoral Continuation (Fall/Spring: 1) 

All students who have been admitted to candidacy for the Ph.D. 
degree are required to register and pay the fee for doctoral continuation 
during each semester of their candidacy. A formal petition for extension 
of time must be submitted and permission granted to continue in a 
doctoral program beyond the eight year period. Students are expected 
to work on their dissertation at least 20 hours per week. 
The Department 



The Boston College Graduate Catalog 2012-2013 55 



Administration AND Facuity 



THE BOARD OF TRUSTEES 
Kathleen M. McGillycuddy, Chair 
John F. Fish, Vice Chair 
T. Frank Kennedy, S.J., Secretary 
Drake G. Behrakis 
Patricia L. Bonan 
Matthew J. Botica 
Cathy M. Brienza 
Karen Izzi Bristing 
John E. Buehler, Jr. 
Darcel D. Clark 
Charles I. Clough, Jr. 
Juan A. Concepcion 
Margot C. Connell 
John M. Connors, Jr. 
Robert J. Cooney 
Kathleen A. Corbet 
Leo J. Corcoran 
Robert F. Cotter 
Claudia Henao de la Cruz 
John R. Egan 
William J. Geary 
Susan McManama Gianinno 
Janice Gipson 
Kathleen Powers Haley 
Christian W.E. Haub 
Michaela Murphy Hoag 
John L. LaMattina 
Timothy R. Lannon, S.J. 
William P. Leahy, S.J. 
Peter S. Lynch 
T.J. Maloney 

Douglas W. Marcouiller, S.J. 
Peter K. Markell 
David M. McAuliffe 
William S. McKiernan 
Robert J. Morrissey 
John V. Murphy 
R. Michael Murray, Jr. 
Stephen P. Murray 
Brien M. O'Brien 
David P. O'Connor 
Brian G. Paulson, S.J. 
Richard F. Powers III 
Thomas F. Ryan, Jr. 
Rev. Nicholas A. Sannella 
PhiUp W. Schiller 
Susan Martinelli Shea 
Marianne D. Short 
Pat T. Stokes 
Richard F. Syron 
Elizabeth W. Vanderslice 
David C. Weinstein 



The Corporate Title of Boston College is Trustees of Boston College. 



THE OFFICERS OF THE UNIVERSITY 

William P. Leahy, S.J., Ph.D., Stanford University 

President 

J. Donald Monan, S.J., Ph.D., University of Louvain 

University Chancellor 

Cutberto Garza, M.D., Ph.D., Baylor University/Massachusetts 

Institute of Technology 

Provost and Dean of Faculties 

Patrick J. Keating, Ph.D., Michigan State University 

Executive Vice President 

Daniel Bourque, M.S., Northeastern University 

Vice President for Facilities Management 

Michael Bourque, B.S., University of Iowa 

Vice President, Information Technology 

John T. Butler, S.J., Ph.D., Loyola University Maryland 

Vice President for University Mission and Ministry 

Mary Lou DeLong, B.A., Newton College of the Sacred Heart 

Vice President and University Secretary 

James J. Husson, M.B.A., University of Rochester 

Senior Vice President for University Advancement 

Thomas J. Keady, B.A., University of Massachusetts-Boston 

Vice President for Governmental & Community Affairs 

Thomas P. Lockerby, B.A., Harvard University 

Vice President, Development 

James P. Mclntyre, Ed.D., Boston College 

Senior Vice President 

Peter C. McKenzie, M.B.A., Babson College 

Financial Vice President and Treasurer 

William B. Neenan, S.J., Ph.D., University of Michigan 

Vice President and Special Assistant to the President 

Patrick H. Rombalski, Ph.D., University of Pennsylvania 

Vice President for Student Affairs 

Leo V. Sidlivan, M.Ed., Boston College 

Vice President, Human Resources 

CHIEF ACADEMIC OFFICERS 

Andrew Boynton, M.B.A., Kenan-Flager Business School, 

University of North Carolina at Chapel Hill 

Dean, Carroll School of Management 

Rev. James P. Burns, Ph.D., Northeastern University 

Interim Dean, The Woods College of Advancing Studies\ 

Interim Dean, The Summer Session 

Patricia DeLeeuw, Ph.D., University of Toronto 

Vice Provost for Faculties 

Susan Gennaro, R.N., D.S.N., FAAN, 

University of Alabama at Birmingham 

Dean, Connell School of Nursing 

Alberto Godenzi, Ph.D., University of Zurich 

Dean, Graduate School of Social Work 

Donald Hafner, Ph.D., University of Chicago 

Vice Provost for Undergraduate Academic Affairs 

Maureen Kenny, Ph.D., University of Pennsylvania 

Interim Dean, Lynch School of Education 

Robert S. Lay, M.S., University of Wisconsin-Madison 

Dean of Enrollment Management 

Mark S. Massa, S.J., Ph.D., Harvard University 

Dean, School of Theology and Ministry 



56 



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Administration AND Facuity 



Larry W. McLaughlin, Ph.D., University of Alberta 

Vice Provost for Research 

David Quigley, Ph.D., New York University 

Dean, College and Graduate School of Arts and Sciences 

Vincent Rougeau, J.D., Harvard University 

Dean, Boston College Law School 

Thomas Wall, Ph.D., University of Pittsburgh 

University Librarian 

ASSISTANT AND ASSOCIATE DEANS 

Filippa Anzalone, J.D., Suffolk University Law School 

Associate Dean for Library and Technology Services, 

Boston College Law School 

John J. Burns, Ph.D., Yale University 

Associate Vice Provost for Undergraduate Academic Affairs 

Joseph Carroll, M.B.A., Suffolk University 

Associate Dean for Finance and Administration, 

College of Arts and Sciences 

Clare Dunsford, Ph.D., Boston University 

Associate Dean, College of Arts and Sciences 

Sveta Emery, M.B.A., Manchester Business School, England 

Associate Dean, Finance, Research, and Administration, 

Graduate School of Social Work 

Mary Fulton, M.B.A., Boston College 

Associate Dean for Finance, Research, and Administration, 

Lynch School of Education 

Candace Hetzner, Ph.D., Boston College 

Associate Dean, Academic Affairs, 

Graduate School of Arts and Sciences 

Robert Howe, M.B.A., Boston College 

Associate Dean for Admission and Administration, 

Graduate School of Arts and Sciences 

M. Katherine Hutchinson, Ph.D., University of Delaware 

Associate Dean, Connell Graduate School of Nursing 

Richard Keeley, M.A., Boston College 

Associate Dean, Carroll School of Management 

Gene McMahon, M.B.A., Boston College 

Associate Dean for Administration, Carroll School of Management 

William Petri, Ph.D., University of California, Berkeley 

Associate Dean, College of Arts and Sciences 

Catherine Read, Ph.D., University of Massachusetts, Lowell 

Associate Dean, Connell School of Nursing 

Jeffrey Ringuest, Ph.D., Clemson University 

Associate Dean, Carroll Graduate School of Management 

Elizabeth A. Rosselot, M.S., American University 

Registrar and Assistant Dean for Academic Affairs, 

Boston College Law School 

Teresa Schirmer, M.S.W., Boston University 

Associate Dean, Academic and Student Services, Graduate School of 

Social Work 

Anne Severo, B.S., University of California, Fresno 

Associate Dean, Finance and Administration, 

Connell School of Nursing 

Elizabeth Sparks, Ph.D., Boston College 

Associate Dean, Graduate Admissions and Financial Aid, 

Lynch School of Education 



John Stachniewicz, M.A., Tufts University 
Associate Dean, Finance and Administration, 
School of Theology and Ministry 
Thomas Walsh, Ph.D., Boston College 
Associate Dean, Graduate School of Social Work 

DIRECTORS IN ACADEMIC AREAS 
Maris Abbene, J.D., Boston College 
Assistant Dean, Career Services, Boston College Law School 
Suzanne Barrett, Ph.D., Brown University 
Director, Connors Family Learning Center 
Susan Coleman, M.S.W., Boston College 
Director, Field Education, Graduate School of Social Work 
Sharon Comvalius-Goddard, M.P.H., Hunter College 
Director, Pre-Award, Off ce for Sponsored Programs 
Paulette Durrett, M.S.W., LCSW, Boston College 
Assistant Dean, Students with Disabilities, 
Office of Student Development 

John E. Ebel, Ph.D., California Institute of Technology 
Director, Weston Observatory 
Stephen Erickson, Ph.D., Tufts University 
Director of Research Integrity and Compliance 
Thomas E. Hachey, Ph.D., St. John's University 
Executive Director of Irish Programs 
David E. Horn, M.S., University of Oregon 
Liead Librarian, Archives and Manuscripts, Burns Library 
William C. Howard, Ph.D., Brandeis University 
Director of Enrollment Management and Admissions, 
Graduate School of Social Work 
Louise Lonabocker, Ph.D., Boston College 
Executive Director of Student Services 

Rita R. Long Owens, M.A., Virginia Polytechnic Institute 
and State University 

Executive Director of Academic Technology 
Vincent J. Lynch, D.S.W., Boston College 
Director of Continuing Education, Graduate School of Social Work 
John L. Mahoney, Jr., M.A.T., Boston College 
Director of Undergraduate Admission 
David J. McMenamin, Ph.D., Boston College 
Director of PULSE Program 
Vickie R. Monta, M.B.A., Regis University 
Executive Director, Academic Budget, Policy and Planning 
Nancy Netzer, Ph.D., Harvard University 
Director of McMullen Museum of Art 
Donald Ricciato, Ph.D., Boston College 
Director of the Campus School 

Akua Sarr, Ph.D., University of Wisconsin-Madison 
Director, Academic Advising Center 

Paul G. Schervish, Ph.D., University of Wisconsin-Madison 
Director of Center for Wealth and Philanthropy 
Tracey West, J.D., Georgetown University 
Assistant Dean for Students, Boston College Law School 
W. Jean Weyman, Ph.D., Boston College 
Director of Continuing Education, Connell School of Nursing 
Alan Wolfe, Ph.D., University of Pennsylvania 
Director of the Center for Religion and American Public Life 



The Boston College Graduate Catalog 2012-2013 



57 



Administration AND Faculty 



Cynthia Young, Ph.D., Yale University 

Director, African and African Diaspora Studies Program 

Susan Zipkin, M.B.A., Boston University 

Director, Post Award Administration, Office for Sponsored Programs 

DIRECTORS IN UNIVERSITY AREAS 
George A. Arey, M.A. 
Director, Residential Life 
KeUi J. Armstrong, Ph.D. 

Associate Vice President for Institutional Research, 
Planning and Assessment 
Patricia A. Bando, M.A. 
Associate Vice President for Auxiliary Services 
John A. Berardi, B.S. 

Technology Director for Applications and Architecture Services, 
Information Technology Services 
Ben Birnbaum, M.Ed. 

Executive Director for Office of Marketing Communications and 
Special Assistant to the President 
John Bogdan, MBA. 
Director, Employment 
Michael G. Boughton, S.J., M.A. 
Director of Center for Ignatian Spirituality 
John D. Burke, M.B.A. 
Director of Budget 
John R. Burke, B.A. 
Director of Benefits 
Leo K. Chaharyn, B.A. 

Technology Director for Systems and Operations Management, 
Information Technology Services 
Paul J. Chebator, Ph.D. 
Dean, Student Development 
Mary C. Corcoran, M.Ed. 

Associate Vice President, Information Technology Assurance, 
Information Technology Services 
Eugene B. DeFilippo, Jr., M.Ed. 
Director of Athletics 
Terrence P. Devino, S.J., M.Div. 

Director of Manresa House and Special Assistant to the President 
Maria S. DiChiappari, B.A. 

Director of the Boston College Neighborhood Center 
Michael J. DriscoU, M.B.A. 
Controller 

John B. Dunn, M.S. 
Director for Office of News & Public Affairs 
Howard Enoch, Ph.D. 
Director of Robsham Theatre Arts Center 
Matthew Eynon, B.A. 
Associate Vice President for Capital Giving 
John A. Feudo, MA. 
Associate Vice President for Alumni Relations 
Erik P. Goldshmidt, Ph.D. 
Director, Church in the 21st Century Center 
Jessica Greene, Ph.D. 
Director of Institutional Research 
N. Gail Hall, M.S. 
Director of Environmental Health and Safety 



Theresa A. Harrigan, Ed.D. 
Director of the Career Center 
Joseph E. Harrington 

Director of Network Services 

Ann Harte, Ed.M. 

Director, Internal Audit 

Gina M. Harvey, B.F.A. 

Director of Space Planning 

Joseph Herlihy, J.D. 

University General Counsel 

Burton Howell, M.Ed. 

Director, Intersections Office 

Carole Hughes, M.Ed. 

Associate Dean and Director of Graduate Student Life 

P. Michael Jednak, B.A. 

Director of Facilities Services 

Richard P. Jefferson, J.D. 

Executive Director for the Office of Institutional Diversity 

John M. King, M.P.A. 

Director of Public Safety and Chief of Boston College Police 

Barbara A. Krakowsky, M.Ed. 

Director of The Children's Center 

Terrence P. Leahy, M.S. 

Director of Engineering and Energy Management 

Theresa J. Lee, M.A. 

Executive Director, Annual Giving 

Jeanne Levesque, J.D. 

Director of Governmental Relations 

Robert J. Lewis, J.D. 

Associate Vice President for Human Resources 

Joseph P. Marchese, M.A. 

Director, First Year Experience 

Linda McCarthy, M.B.A. 

Technology Director for Student and Academic Systems, 

Information Technology Services 

Paul McGowan, M.B.A. 

Director of Procurement Services 

Thomas P. McGuinness, Ph.D. 

Associate Vice President for Student Affairs and Director of University 

Counseling Services 

Halley McLain, B.A. 

Director of Compensation 

William R. Mills, Jr., B.S. 

Director of Community Affairs 

Mary S. Nardone, Ph.D. 

Associate Vice President for long-Range Capital Projects 

Thomas L Nary, M.D. 

Director of Health Services 

Katherine O'Dair, M.Ed. 

Director of Assessment and Staff Development, Student Affairs 

Sally Keeler O'Hare, B.A. 

Director of Annual Capital Projects 

Bernard R. O'Kane, M.Ed. 

Director of Employee Development 

Anthony Penna, M.Ed., M.Div. 

Director of Campus Ministry 



58 



The Boston College Graduate Catalog 2012-2013 



Administration AND Facuity 



Henry A. Perry, B.S. 

Director for Office of Project Management, 

Information Technology Services 

Darrell Peterson, Ph.D. 

Director of Student Programs Office 

Elise T. PhUlips, M.Ed. 

Director of Health Promotion 

Michael V. Pimental, M.B.A. 

Director of Administrative Program Review & 

Strategic Planning Services 

Daniel Ponsetto, M.Div. 

Director of Volunteer and Service Learning Center 

Thomas Rezendes, M.B.A. 

Director of Business, Planning and Project Services, 

Information Technology Services 

Brenda S. Ricard, Ph.D. 

Associate Vice President for Advancement Operations and Planning 

LindaJ. RUey, B.S. 

Executive Director of Auxiliary Operations 

Michael A. Sacco, M.S. 

Director of the Center for Student Formation 

Ines M. Maturana Sendoya, M.Ed. 

Director of AHANA Student Programs 

John O. Tommaney, B.A. 

Director of Emergency Management and Preparedness 

Patricia A. Touzin, M.S.W. 

Director of Faculty/Staff Assistance Program 

Helen S. Wechsler, B.A. 

Director of Dining Services 

Richard M. Young, B.S. 

Director of Human Resources Service Center 

John J. Zona, Ph.D. 

Chief Investment Off cer and Associate Treasurer 



The Boston College Graduate Catalog 2012-2013 



59 



Academic Calendar 2012-2013 



Fall Semester 2012 



August 1 



Wednesday 



August 27 Monday 

August 27 Monday 

September 3 Monday 

September 4 Tuesday 

September 12 Wednesday 

September 12 Wednesday 

September 15 Saturday 



October 8 Monday 

November 8 Thursday 

November 2 1 Wednesday 

to to 

November 23 Friday 

November 26 Monday 

December 3 Monday 



December 13 Thursday 
to to 

December 20 Thursday 



Last date for master's and doctoral 
candidates to submit signed and 
approved copies of theses and 
dissertations for August 2012 
graduation 

Classes begin for all Law students 

Classes begin for first-year, full-time 
M.BA. students only 

Labor Day — No classes 

Classes begin 

Last date for graduate students to 
drop/add online 

Last date for all students who plan to 
graduate in December 2012 to verify 
their diploma names online 

Mass at Fenway Park for the 
Sesquicentennial Year celebration. 
(This will substitute for the Mass of 
the Holy Spirit originally scheduled for 
September 13.) 

Columbus Day — No classes 

Graduate/CASU registration period for 
spring 2013 begins 

Thanksgiving Holidays 



Last date for official withdrawal from 
a course or from the University 

Last date for master's and doctoral 
candidates to submit signed and 
approved copies of theses and 
dissertations for December 2012 
graduation 

Term Examinations — Posted grades 
(non-Law) available online 



Spring Semester 2013 

January 14 Monday CI 

January 2 1 Monday 



asses Deem 



January 23 
January 23 

March 4 
to 
March 8 

March 28 
to 
April 1 

April 2 



April 10 

April 15 
April 16 

May 1 



Wednesday 
Wednesday 

Monday 

to 

Friday 

Thursday 

to 

Monday 

Tuesday 



Wednesday 

Monday 
Tuesday 

Wednesday 



7 


Tuesday 




to 


14 


Tuesday 


20 


Monday 


24 


Friday 



Martin Luther King, Jr. Day 
— No classes 

Last date for graduate students to 
drop/add online 

Last date for all students who plan to 
graduate in May 2013 to verify 
their diploma names online 

Spring Vacation 



Easter Weekend — No classes on Holy 
Thursday and Good Friday. No classes 
on Easter Monday except for those 
beginning at 4:00 p.m. and later. 

Last date for master's and doctoral 
candidates to submit signed and 
approved copies of theses and 
dissertations for May 2013 
graduation 

Graduate/CASU registration period for 
fall and summer 2013 begins 

Patriot's Day — No classes 

Last date for official withdrawal from 
a course or from the University 

Last date for all students who plan to 
graduate in August 20 1 3 to verify their 
diploma names online 

Term Examinations — Posted grades 
(non-Law) available online 



Commencement 

Law School Commencement 



60 



The Boston College Graduate Catalog 2012-2013 



Directory AND Office Locations 



Academic Advising Center 

Akua Sarr, Director Bourneuf House, 84 College Road 

Accounting 

Billy Soo, Chairperson Fulton 520 

Admission 

Undergraduate: John L. Mahoney, Jr., Director.... Devlin 208 

Graduate School of Arts and Sciences Gasson 108 

Carroll School of Management, 

Graduate Programs Fulton 315 

Council School of Nursing, 

Graduate Programs Cushing 202 

Graduate School of Social Work McGuinn 221 

Law School Stuart M302 

Lynch School of Education, 

Graduate Programs Campion 135 

School of Theology and Ministry 9 Lake Street 

Woods College of Advancing Studies 

— Undergraduate and Graduate McGuinn 100 

Advancing Studies 

Rev. James P. Burns, Interim Dean McGuinn 100 

African and African Diaspora Studies 

Cynthia Young, Director Lyons 301 

AHANA 

Ines Maturana Sendoya, Director 72 College Road 

American Studies 

Carlo Rotella Carney 451 

Arts and Sciences 

David Quigley, Dean Gasson 103 

William Petri, Associate Dean — Seniors Gasson 109 

Michael Martin, 

Acting Associate Dean — ^Juniors Gasson 109 

Clare Dunsford, Associate Dean — Sophomores ... Gasson 109 

Akua Sarr, Associate Dean — Freshmen Gasson 109 

Candace Hetzner, Associate Dean 

— Graduate Arts and Sciences Gasson 108 

Biology 

Thomas Chiles, Chairperson Higgins 355 

Business Law 

Christine O'Brien, Chairperson Fulton 420 

Campus Ministry 

Fr. Tony Penna, Director McElroy 233 

Career Center 

Theresa Harrigan, Director Southwell Hall, 

38 Commonwealth Avenue 
Chemistry 

Amir Hoveyda, Chairperson Merkert 125 

Classical Studies 

Charles F. Ahern, Jr., Chairperson Carney 123 

Communication 

Lisa M. Cuklanz, Chairperson Maloney, Fifth Floor 

Computer Science 

Edward Sciore, Chairperson Maloney 559 

Connors Family Learning Center 

Suzanne Barrett, Director O'Neill 200 

Counseling Services 

Thomas P. McGuinness, 

Associate Vice President Gasson 001 



Earth and Environmental Sciences 

Gail Kineke, Chairperson Devlin 322A 

Economics 

Donald Cox, Chairperson Maloney 489 

Education, Lynch School of 

Maureen Kenny, Interim Dean Campion 101 

Audrey Friedman, Assistant Dean, 

Undergraduate Students Campion 118 

Mary Ellen Fulton, Associate Dean for Finance, 

Research, and Administration Campion 101 

Elizabeth Sparks, Associate Dean, 

Graduate Admission and Financial Aid Campion 135 

Office of Undergraduate Student Services Campion 104 

Office of Graduate Student Services Campion 135 

ERME (Educational Research, Measurement, and 

Evaluation) 

Larry Ludlow, Chairperson Campion 336C 

CDEP (Counseling, Developmental, & Educational 

Psychology) 

Brinton Lykes, Chairperson Campion 308 

ELHE (Educational Leadership and Higher Education) 

Ana Martinez-Aleman, Chairperson Campion 222 

TESECI (Teacher Education, Special Education, and 

Curriculum & Instruction) 

Alec Peck, Chairperson Campion 101 

English 

Suzanne Matson, Chairperson Carney 450 

Finance 

Hassan Tehranian, Chairperson Fulton 324C 

Fine Aits 

Jeffery W. Howe, Chairperson Devlin 430 

First Year Experience Programs 

Rev. Joseph P. Marchese, 

Director Brock House, 78 College Road 

German Studies 

Michael Resler, Chairperson Lyons 201 

History 

Robin Fleming, Chairperson Maloney 445 

Information Systems 

Robert G. Fichman, Chairperson Fulton 410A 

International Programs 

Richard Keeley, Interim Director Hovey House 106, 

258 Hammond Street 
International Studies 

Robert G. Murphy, Director Gasson 109 

Islamic Civilization and Societies 

Kathleen Bailey, Associate Director McGuinn 528 

Law School 

Vincent D. Rougeau, Dean Stuart M307 

Learning Resources for Student Athletes 

Dard Miller, Director Yawkey Athletic Center 409 

Management, Carroll School of 

Andrew Boynton, Dean Fulton 510 

Richard Keeley, Undergraduate Associate Dean ..Fulton 360A 

Jeffrey Ringuest, Graduate Associate Dean Fulton 320B 

Management and Organization 

Judith Gordon, Chairperson Fulton 430 



The Boston College Graduate Catalog 2012-2013 



61 



Directory AND Office Locations 



Marketing 

Katherine Lemon, Chairperson Fulton 444 

Mathematics 

Solomon Friedberg, Chairperson Carney 317 

Music 

Michael Noone, Chairperson Lyons 416 

Nursing, Connell School of 

Susan Gennaro, Dean Cushing 203 

M. Katherine Flutchinson, 

Associate Dean, Graduate Programs Cushing 202 

Catherine Read, 

Associate Dean, Undergraduate Programs Cushing 202 

Operations Management 

Samuel Graves, Chairperson Fulton 354 

Philosophy 

Arthur Madigan, 

Chairperson Maloney, Third Floor 

Physics 

Michael Naughton, Chairperson Higgins 335 

Political Science 

Susan Shell, Chairperson McGuinn 231 

Psychology 

Ellen Winner, Chairperson McGuinn 343 

Residential Life 

George Arey, Director Maloney, Second Floor 

Romance Languages and Literatures 

Ourida Mostefai, Chairperson Lyons 302C 

School of Theology and Ministry 

MarkMassa, S.J., Dean 9 Lake Street 

Jennifer Bader, Associate Dean, 

Academic Affairs 9 Lake Street 

Slavic and Eastern Languages and Literatures 

Michael J. Connolly, Chairperson Lyons 210 

Social Work, Graduate School 

Alberto Godenzi, Dean McGuinn 132 

Sociology Department 

Sarah Babb, Chairperson McGuinn 426 

Student Development 

Paul Chebator, Dean Maloney 212 

Student Programs 

Jean Yoder, 

Associate Dean/Director Maloney, Second Floor 

Student Services 

Louise Lonabocker, Executive Director Lyons 101 

Summer Session 

Rev. James P. Burns, Interim Dean McGuinn 100 

Theatre 

Scott Cummings, Chairperson Robsham Theater 

Theology 

Catherine Cornille, 

Chairperson Maloney, Third Floor 

University Librarian 

Thomas Wall O'Neill Library 410 

Volunteer and Service Learning Center 

Daniel Ponsetto, Director McElroy Commons 114 



62 The Boston College Graduate Catalog 2012-2013 



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The Boston College Graduate Catalog 2012-2013 



63